Evidence-based Practice Education Program Research Articles

Evaluating the Impact of an Evidence-Based Practice Education Program on Clinical Nurses’ EBP Competencies at HMC, Qatar: A Pre-Post Study

Evaluating the Impact of an Evidence-Based Practice Education Program on Clinical Nurses’ EBP Competencies at HMC, Qatar: A Pre-Post Study

Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis.

The search, conducted through PubMed, Cochrane Library, EMBASE, CINAHL, and Web of Science up to December 2023, included studies published in English and Korean and adhered to PRISMA guidelines. Qualitative appraisal of the studies was conducted using the revised ROB II for randomized trials and the ROBINS-I for non-randomized trials. For the meta-analysis, the effect size of the intervention was calculated as a standardized mean difference. In our study, 11 studies met our inclusion criteria, and 8 studies of those were included in the meta-analysis. The effect sizes for EBP competency, critical thinking, and problem-solving ability were 1.55, 1.29, and 0.65, respectively. The meta-regression analysis indicated that tailored education programs of 4-7 weeks and being in the 4th grade significantly enhanced EBP competency. These findings support the development of a customizable and applied EBP education actively for students, preparing nursing students to effectively implement EBP in clinical settings after graduation. Despite the significant effect size of the outcome variables, the high heterogeneity suggests the need for further investigation to validate the EBP educational outcomes for nursing students.

Effectiveness of EBPEPU (evidence-based practice educational program in undergraduate nursing education): a before-after study

BackgroundThe incorporation of EBP into practice remains a challenge of the nursing profession. Several studies highlighted the limited engagement of nursing students in utilizing evidence-based practice (EBP) and their difficulty in perceiving the relevance of scientific evidence in daily practice. AimThis study aimed to measure the acquisition of EBP skills among nursing students following the implementation of an innovative educational intervention that connected academic settings with training environments. MethodsTo assess the effectiveness of the educational intervention, a before-after study was carried out. The EBP Competency Questionnaire scale (EBP-COQ) was used to assess student's EBP competencies before and after the educational intervention, as well as at the end of their clinical training. A repeated-measures ANOVA was performed to compare the three tests’ averages. ResultsAfter the educational intervention and upon completion of clinical training, students reported significant improvements in the subscales of competence, knowledge, and in the overall score. ConclusionOur results underline the importance of implementing teaching strategies to support students in acquiring EBP competences and empower them in decision-making.

Study Protocol on “A study to assess the effectiveness of an Evidence-Based Practice educational program on clinical nurses’ EBP & Critical Thinking Skill competencies” at HMC, Qatar-Pre-post Design.

Introduction: The relationship between EBP and Critical Thinking skills is desired in almost every discipline and plays a major role in decision-making and daily judgments. Promoting critical thinking through an evidence-based skills fair intervention (Gonzalez, H. C., et al,2020). The study aims to determine the effectiveness of an Evidence-Based Practice educational program that targets clinical nurses by assessing clinical nurses’ competencies in EBP & Critical Thinking. Research Methodology: A one-group pre-posttest design will be adopted to evaluate the effectiveness of the Evidence-Based Practice educational program. subjects will be selected by simple random sampling. A baseline pretest will be conducted using a demographic tool, the EBP Competencies Scale Gallagher-Ford & Melnyk- 2022, and the Nursing Critical Thinking in Practice Questionnaire. Educational intervention Results: Data analysis will be done using appropriate descriptive and inferential statistical methods. The anticipated outcome is to promote EBP & CT knowledge and practice among clinical nurses. Also, this study supports the development of educational programs and implements Evidence-based practice and critical thinking competencies at the Corporate Nursing and Midwifery Research Department level. Discussion: The primary outcome will be to enhance the increase of 10% (EBP) Evidence-Based Practice competencies among clinical nurses from pretest and post-test scores as assessed by the EBP Competencies Scale Gallagher-Ford & Melnyk (2022). The secondary outcome will be enhancing the increase by 10% (CT) Critical Thinking competencies among clinical nurses from the pretest and posttest mean scores as assessed by the Nursing Critical Thinking in Practice Questionnaire (2000).

Evaluating the Impact of an Evidence-Based Practice Education Program in a Nurse Residency Program on Evidence-Based Practice Beliefs, Implementation, and Competency.

This quality improvement project examined implementation of the John Hopkins Nursing evidence-based practice (EBP) model, a standardized EBP education curriculum, in a hospital-based nurse residency program. We found that EBP education increased nurse residents' EBP beliefs, implementation frequency, and competencies. Our findings suggest that adopting existing EBP curricula is a convenient and effective approach to EBP education. Staff development professionals should continue to support and advocate for the adoption of EBP education within their organizations.

Use of Design Thinking to Grow the Reach and Relevance of Evidence-Based Practice Education Across a Health Care System.

Evidence-based practice (EBP) skill building among clinical nurses is a priority for nurses in professional development because it is well known that this approach to clinical decision-making results in safe, cost-effective, person-centered care. Recent studies indicate widespread lack of self-reported competency in EBP skills among nurses, demonstrating the importance of prioritizing programs that meet clinical nurses' needs for EBP education. The goal of this design thinking project was to expand and diversify an EBP skill building program to provide more widespread accessibility across a multi-hospital health care system. The team followed the five-step human-centered design thinking process to empathize, define, ideate, prototype, and test an innovation. Based on end user feedback, a dual-track EBP educational program, with options for an intensive yearlong hybrid EBP Scholars program and a three-session skill building webinar series, was implemented. Design thinking provides a rich framework for incorporating end user feedback to generate innovations to address challenges in health care. [J Contin Educ Nurs. 2023;54(8):360-366.].

The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students' EBP Knowledge and Skills: A Cluster Randomized Control Trial.

Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.

A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes

Improving outcomes and quality of care through evidence-based practice (EBP) is a priority globally. But most nurses have insufficient competence in EBP. How to conduct Educational interventions to enhance clinical nurses' EBP competencies and critical thinking disposition (CTD) requires more evidence. One hundred eleven clinical nurses from a Chinese four-campus hospital were enrolled in our EBP education program. The Johns Hopkins Nursing Evidence-Based Practice Model was used to develop and guide the educational and practical sessions. Multi-dimensional learning strategies —including online self-learning, on-site lectures, workshops, and social media-facilitated group discussions—were used to facilitate the implementation of the education sessions. After education, nurses embedded evidence into practice. The Chinese versions of the EBP Believe scale (EBPB), EBP Implementation scale (EBPI), and the Simplified Chinese Version of the Critical Thinking Disposition Inventory (CTDI-SCV) were applied to assess the relevant competencies among clinical nurses before and after the education program. Clinical nurses' EBPB, EBPI, and CTDI-SCV scores improved. But only EBPB and EBP skills and attitudes were enhanced with a statistical difference (t = −2.980, −4.141, and −2.695, with all p < 0.01). There was a small positive association between EBPB and CTDI-SCV (r = 0.396, p < 0.01). Fifteen EBP programs were successfully accomplished.

Effect of Implementing Evidence-Based Nursing Practice Program on Critical Thinking Disposition among Internship Students

Background: As the principles of evidence-based beliefs in nursing take an increasingly greater hold on nursing education, it is important to consider the range of other critical thinking dispositions which is subordinated by this approach. Dispositions of critical thinking based on beliefs of evidence-based data leads to optimal nursing care for patients, based on patient-centered nursing actions. The aim of the study was to evaluate the effect of implementing evidence-based nursing practice program on critical thinking disposition among nursing internship students. Research design: A quasi-experimental intervention design was used in the present study. Subjects and Setting: the sample consisted of 125 internship nursing students were invited to participate in the study. The study was conducted at Fayoum University Hospitals (Medical& Surgical hospitals). Tools of data collection: Data were collected by two tools: Evidence based practice beliefs scale and critical thinking dispositions inventory questionnaire. Results: of the study indicated that, post implementation total mean scores were significantly higher than pre implementation total mean scores of variable measuring evidence based practice beliefs and critical thinking dispositions. In addition, the correlation between both evidence based practice beliefs and critical thinking dispositions, there were statistically significant positive correlation between evidence based practice beliefs and critical thinking dispositions among the studied nursing internship students after implementation of the program. Conclusion: The evidence based practice education training was effective in improving the critical thinking dispositions of the studied nursing internship. Recommendation: based on study findings, the researchers suggested that the evidence based practice education program as a general education course for undergraduate nursing students to support necessary critical thinking dispositions.

The Effect of an Evidence-Based Practice Education and Mentoring Program on Increasing Knowledge, Practice, and Attitudes Toward Evidence-Based Practice in a Rural Critical Access Hospital.

The aim of this study was to determine the effect of an evidence-based practice (EBP) education and mentoring program on the knowledge, practice, and attitudes toward EBP among staff nurses and clinicians in a rural critical access hospital. While rural nurses value EBP, they often have more limited resources to engage in EBP activities compared with urban-based nurses. Direct care nurses and clinicians participated in a 5-month EBP education and mentoring program following the Iowa Model Revised: Evidence-Based Practice to Promote Excellence in Health Care. The Evidence-Based Practice Questionnaire was used to assess pretest-posttest knowledge, practice, and attitudes toward EBP. Knowledge and practice of EBP increased significantly (P = .008 and P = .015, respectively) after the EBP education and mentoring intervention. Attitudes toward EBP also increased, although the increase was not statistically significant (P = .106). Education and mentoring of healthcare clinicians in rural settings are crucial to the translation of evidence-based research into practice to improve patient outcomes.

Evidence-based practice educational program: a Portuguese experience with undergraduate nursing students.

Several studies pointed out that evidence-based practice (EBP) promotes healthcare quality, reduces healthcare costs and improves the patients' experience. However, the EBP implementation and sustainment in clinical practice remain a challenge mainly due to several gaps between research and practice. Some authors and organizations have highlighted the important role that education could have to reduce those gaps. Therefore, it is mandatory to include EBP content in undergraduate nursing curricula to promote an EBP culture among future nurses. To develop an EBP educational intervention designed for undergraduate nursing students. To explore the opinion of students who received the intervention. An EBP educational intervention was developed for undergraduate nursing students according to the guideline for reporting EBP educational interventions and teaching checklist by two researchers with experience in science synthesis. The draft of the intervention was sent to experts for an opinion. Their opinions were analyzed and the suggestions were incorporated. Then, the intervention was applied to fourth-year nursing undergraduate students and, afterwards, the feedback of participants was requested through an online questionnaire. The program was designed for 17 weeks with a total of 18 h (12 h of classroom lessons and 6 h of mentorship). Eight experts analyzed the draft and provided their opinion. Overall, the experts considered that the program was well designed, but recommended some adjustments regarding the objectives and the target population. After the intervention implementation, 16 participants provided feedback on the program. Their feedback was positive, with an exception made for the duration of the program. According to the experts' opinion and students' feedback, the EBP educational program seems to be an appropriate educational program to embed EBP in the undergraduate nursing curricula.

Evidence-based nursing education for undergraduate students: A preliminary experimental study

With increasing needs for evidence-based practice, the well-designed EBP education is necessary to enhance the critical thinking and decision-making skills of nursing undergraduates. This study is to evaluate the effectiveness of an evidence-based practice education program with blended learning on undergraduate nursing students. In this preliminary experimental study, 45 senior nursing undergraduates were recruited from a university in Seoul, Korea. Self-selection was used to create two groups: an intervention group and a control group consisting of 21 and 24 students, respectively. The intensive 30-hours evidence-based practice education program was provided to the intervention group. Evidence-based practice knowledge, self-efficacy, and evidence utilization were evaluated as outcome variables at baseline and two months after the intervention. There were no significant differences between the intervention and control groups on the background characteristics and outcome variables (p > .05). There were significant increases in evidence-based practice knowledge (Z = −5.28), self-efficacy (t = −6.42), resource utilization (Z = −2.60), and databases utilization (t = −2.98) in the intervention group, when compared with the control group (p < .01). Further studies are recommended to develop the evidence-based practice train-the-trainer program for nursing educators and to maximize the effectiveness of utilizing blended learning in evidence-based practice education.

Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students

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.

The Power of a Toothbrush

The Power of a Toothbrush

Evaluating the Implementation of an Interdisciplinary Evidence-Based Practice Educational Program in a Large Academic Medical Center.

The purpose of this study was to create a system-wide education program in a large academic medical center to increase exposure and understanding of the evidence-based practice (EBP) process with multidisciplinary healthcare professionals. We also hoped to increase their confidence in utilizing and implementing EBP at the bedside. Although our approach to educating professional staff on EBP provided initial benefits, holding the gains over a 1-year period proved to be difficult.

The Adoption and Implementation of a Smartphone Application for an Evidence-Based Practice Education Program: A Pilot Study in Korea

This study developed a smartphone application for an evidence-based practice education program and evaluated the usability of this application. The system was developed using four processes: analysis, design, development, and testing. The system consists of modules covering the evidence-based practice education content, a quiz, guideline recommendations for postoperative management, and tools for evaluating user satisfaction with the system. First, the Java SE Development Kit (JDK) 7 was installed, followed by Android SDK 4.1.2. The main page has seven sections: environmental settings, member administration, learning administration, quiz administration, guideline administration, statistical analysis, and application settings. The overall satisfaction level was 3.75, and the mean score for the question ‘Do you think an application-based evidence based guidelines education program is necessary?’ was 3.92. The frequency of use was 47.25 times. The system can be used via a smartphone application program for nurses, and would be used easily in accordance with the evidence-based guidelines for a clinical setting.

An Educational Program to Transition Oncology Nurses at the Norwegian Radium Hospital to an Evidence-Based Practice Model: Development, Implementation, and Preliminary Outcomes

Increasingly, nurses are expected to systematically improve their practice according to principles of evidence-based practice (EBP). In 2009, the Norwegian Radium Hospital, inspired by the EBP nursing model at its sister institution, The University of Texas MD Anderson Cancer Center, began transitioning its oncology nurses to an EBP model. Norwegian Radium Hospital nursing leaders selected an EBP expert to design an EBP educational program. The program consisted of a 1-semester, 15-credit-hour postgraduate EBP course followed by a clinical practicum during which selected nurses worked in groups to apply principles of EBP to challenging clinical questions. As of this writing, 60 staff nurses have completed the program. Nurses participating in the EBP program have developed 13 evidence-based clinical guidelines, evidence-based clinical procedures, and patient information documents, 9 of which have been adopted as national standards. Participants have demonstrated increased confidence in providing the best available patient care, deeper reflection about their practice, and a sense of being valued by their nurse and physician colleagues. At the institutional level, the EBP project has resulted in higher confidence that patients are receiving patient-centered care based on the best scientific evidence. The project has also resulted in increased collaboration between nurses and other practitioners within multidisciplinary clinical problem-solving teams. This successful EBP program could serve as a model for other cancer hospitals desiring to move to an EBP patient-care model, not only for nursing practice but also, more broadly, for delivery of cancer care by diverse multidisciplinary teams.

A Unique Collaborative Nursing Evidence-Based Practice Initiative Using the Iowa Model

The purpose of this article was to share how the collaboration of a clinical nurse specialist (CNS), a health science librarian, and a staff nurse can heighten staff nurses' awareness of the evidence-based practice (EBP) process. The staff nurse is expected to incorporate EBP into daily patient care. This expectation is fueled by the guidelines established by professional, accrediting, and regulatory bodies. Barriers to incorporating EBP into practice have been well documented in the literature. A CNS, a health science librarian, and a staff nurse collaborated to develop an EBP educational program for staff nurses. The staff nurse provides the real-time practice issues, the CNS gives extensive knowledge of translating research into practice, and the health science librarian is an expert at retrieving the information from the literature. The resulting collaboration at this academic medical center has increased staff nurse exposure to and knowledge about EBP principles and techniques. The collaborative relationship among the CNS, health science librarian, and staff nurse effectively addresses a variety of barriers to EBP. This successful collaborative approach can be utilized by other medical centers seeking to educate staff nurses about the EBP process.

A systematic review of the effectiveness of Evidence Based Practice (EBP) programs for allied health professionals

Review Objectives: The objective of this review is to find, a ssess and synthesize the evidence on EBP programs in enhancing the EBP knowledge, skills and attitudes of allied health practitioners. Review questions: What is the effectiveness of using EBP programs for allied health practitioners in improving the EBP knowledge, skills and attitudes Inclusion criteria: Types of participants: This review will include as participants allied health practitioners (physiotherapists, occupational therapists etc) who participated in any EBP educational program or part of an EBP program (formulating clinical questions, searching the literature, critical appraisal skills program etc). Types of interventions: The intervention of interest in this review is any EBP training program defined as any formal program facilitating the search and use of evidence in practice. The contents (lectures only or lectures with actual demonstrations and practice), length (hours, days, weeks) and manner of delivery (face to face, face to face with supplementary materials etc) of the program may vary in each of the studies to be included as there is no standard EBP training program. Types of Outcome: The main outcomes measured are the EBP domains of knowledge, skills, attitudes and behaviour as a result of participating in the EBP program or a component of it. Specific measures may include but not limited to the use of the adapted Fresno questionnaire (22) to assess knowledge, skills and attitudes to EBP. The adapted Fresno question has good psychometric properties and is especially fitting novice rehabilitation professionals undergoing EBP training.

The impact of an evidence-based practice education program on the role of oral care in the prevention of ventilator-associated pneumonia

Despite strong evidence in the literature on the role of oral care in the prevention of ventilator-associated pneumonia (VAP), nurses continue to view oral care as a comfort measure with low priority and utilise foam swabs rather than toothbrushes. Although an evidence-based oral care protocol existed and best-practice oral care tools were available, the VAP rates had not significantly decreased even though nurses reported providing oral care. The aim of the study was to determine if an evidence-based practice (EBP) educational programme would improve the quality of oral care delivered to mechanically ventilated patients; thereby, reducing the VAP rate. Improvement in oral health was demonstrated by a decrease in median scores on the Oral Assessment Guide (pre (11.0), post (9.0)). A t-test analysis revealed a statistically significant difference (p=0.0002). The frequency of oral care documentation also improved as demonstrated by a positive shift to the more frequent timeframes. The VAP rates have decreased by 50% following the EBP education intervention. The implementation of an EBP educational programme focused on patient outcome rather than a task to be performed improved the quality of oral care delivered by the nursing staff.