Evidence-Based Practice Questionnaire Research Articles

Examining the Association between Evidence-Based Practice and Burnout among Spanish Physical Therapists: A Cross-Sectional Study.

The aim of this study was to quantify the level of burnout and competence for evidence-based practice among Spanish physical therapists and to determine if there is a relationship between these and other socio-professional factors. A cross-sectional study with 472 Spanish Physiotherapists. An electronic survey was conducted that included the Maslach Burnout Inventory, Evidence-Based Practice Questionnaire and sociodemographic data. The three subscales of the Burnout correlated with attitude and total Evidence-Based Practice Questionnaire. Attitude and practice for evidence-based practice, educational level and experience were the variables that showed the greatest influence on burnout. Burnout and the degree of evidence-based practice were identified as being discretely related. Specifically, it seems that the evidence-based practice could improve the lack of personal accomplishment, meaning that through interventions perceived as more effective and advantageous, a sense of mastery and self-efficacy is experienced.

Development of nurses' evidence-based practice skills: contributions of clinical supervision

Objective: to evaluate the impact of the implementation of the SafeCare Model on the evidence-based practice competencies of nurses. Methods: mixed method characterized by concomitant triangulation. Quantitative data were collected before and after the implementation of the Model, by means of the Clinical Effectiveness and Evidence-Based Practice Questionnaire, with descriptive statistical analysis. Evidence values were obtained using the Wilcoxon test. Thirteen nurses participated. Qualitative data were obtained from interviews with 11 nurses from a public hospital and analyzed using the Content Analysis technique. Results: there were no statistically significant differences with the implementation of the model. However, nurses identified increased competencies in evidence-based practice with the recognition of advantages in their professional development, organization, and patient care. Conclusion: the implementation of the model has been shown to have contributed to the development of competencies in evidence-based practice.

P106 Evidence-Based Extension Education: Self-Reported Knowledge, Practice, and Attitudes of Nutrition Educators

<h3>Background</h3> Excellence in nutrition education requires a strong base in research evidence. While evidence-based practice is recognized as essential for nutrition education programming, little research in this area has targeted nutrition educators. <h3>Objective</h3> The aim of the study was to evaluate the perceived knowledge, skills, abilities, attitudes, and activities of nutrition extension educators related to evidence-based practice. <h3>Study Design, Settings, Participant</h3> Family and consumer sciences (FCS) extension agents in Florida were surveyed using an online, modified version of the Evidence-based Practice Questionnaire (EBPQ) through Qualtrics. <h3>Measurable Outcomes/Analysis</h3> Evidence-based practice activities over the past year (1 = never to 7 = frequently), attitudes towards evidence-based practice (1 = very negative to 7 = very positive agreement), and knowledge, skills and abilities related to evidence-based practice (1 = poor to 5 = excellent) were rated. Preferred sources of evidence-based nutrition information also were queried. <h3>Results</h3> Of the 85 nutrition educators surveyed, 20 FCS agents completed the survey. Regarding undertaking evidence-based practice activities to address gaps in knowledge, participants reported a rating of 5.2 ± 1.5 (mean ± SD). Attitudes were rated at 5.7 ± 1.5 and perceived knowledge, skills and abilities averaged 3.6 ± 0.8. Sources of evidence-based information included professional organizations (American Diabetes Association, American Heart Association, Academy of Nutrition and Dietetics, and the Society of Nutrition Education and Behavior), government departments (U.S. Department of Agriculture), university-approved curriculum and online resources, reputable domain names (.edu, .org, and .gov), nutrition journals, and state extension specialists. <h3>Conclusion</h3> FCS extension agents reported applying evidence-based practice activities to support their nutrition extension programming and very positive attitudes towards evidence-based nutrition education. However, lower ratings of perceived knowledge, skills and abilities suggest a need for professional development opportunities related to evidence-based practice.

Nurses' Awareness, Perceived Knowledge, Attitude Towards and Barriers in Evidence-Based Practice (EBP)

Background: Evidence-based practice (EBP) is one strategy that enables clinicians to succeed in handling emerging literature, and integrating it to achieve high-quality patient outcomes. Although beneficial and innovative it is not considered a priority by many. Most nurses have little, if any, exposure to the clinical research process. &#x0D; Purpose: This study aimed to conduct a baseline assessment of perceived knowledge, attitude toward EBP, and barriers to adopting EBP in nursing. &#x0D; Methods: The study used a descriptive cross-sectional quantitative design. A convenient sample of 406 nurses participated and completed the EBP questionnaire. For ethical clearance, granted approval from Hospitals’ Research Ethics Committee and to HAU-IRB. &#x0D; Results: Nurses (n = 156, 38.4%) believes that EBP holistically is composed of patient data and preference, healthcare professionals’ skills, and research findings. They (n = 256, 63%) have a positive attitude towards EBP and are willing to accept new healthcare strategies based on research. But expresses less confidence (M = 3.90, SD = 0.64) in identifying clinical issues/problems and translate these into a well-crafted clinical question. They perceived themselves to possess moderate levels of skills to undertake different EBP activities (M = 3.76, SD = 0.61). Knowledge (x(4) = 12.174, p = 0.02), attitudes toward EBP (U = 13947.5, p = 0.04) were significantly better among nurses who had previous EBP training. Similarly, respondents with EBP-related training are more confident in integrating EBP into their practice (U = 13408, p = 0.01). &#x0D; Conclusion: Nurses’ highest level of education and years of clinical experience affects their implementation skills in adopting EBP. The study reflected the benefits of training, continuing education, and length of experience in the acquisition of skills. Findings can serve as a basis for developing programs to improve nurses' knowledge and attitudes towards EBP. Nurse administrators can create policies that address barriers identified in the study.

Assessing Evidence-Based Practice Knowledge: An Innovative Approach by a Nursing Research Council.

The aim of this study was to describe the structure and processes implemented by nursing research councils to conduct a nurse-led research study at an urban community teaching hospital. We assessed nurses' knowledge, skills, and attitudes toward evidence-based practice (EBP) to inform development plans. This is an institutional review board-approved single-site cross-sectional anonymous online survey (Evidence-Based Practice Questionnaire [EBPQ]) emailed to 850 participants. Data were analyzed using SPSS v25 (Armonk, New York). Initial response rate was 11%. Deployment of new strategies achieved an overall response rate of 57.5%. EBPQ subscale scores were highest for "attitude," followed by "knowledge/skills," and "practice." Lowest-scoring items included critical appraisal of literature, converting information needs into a question, time for new evidence, information technology, and research skills. Our EBPQ scores were consistent with prior findings. Our strategies provide a framework for other institutions in similar stages of implementing EBP and nurse-led research initiatives.

The impact of a participatory intervention on the therapeutic relationship in mental health nurses: A multicentre study.

To evaluate the effects of an intervention aimed at improving the therapeutic relationship, using the participatory-action research method, in terms of improving the quality of the nurse-patient therapeutic relationship. A single-group pre-post research design. Quantitative data were collected between January 2018 and June 2019 using an online form completed by nurses from 18 mental health units (N=95). Data were collected before and after the intervention, which consisted of the design, implementation and evaluation of strategies to improve the therapeutic relationship through participatory-action research involving nurses. The Working Alliance Inventory-Short, Interpersonal Reactivity Index, Evidence-Based Practice Questionnaire and Practice Environment Scale of the Nursing Work Index were used. The Wilcoxon rank-sum test was used together with the Spearman's correlation coefficient. Two multiple linear regressions models were constructed. Overall, the intervention improved the nurse-patient therapeutic relationship. In addition, the results revealed that, above all, the improvement in evidence-based practice along with a decrease in nurses' personal distress were the factors associated with the improvement of the nurse-patient therapeutic relationship. In mental health units, the therapeutic nurse-patient relationship can be improved through participatory interventions that include the implementation of evidence-based practices. This research examined the effects of an intervention aimed at improving the therapeutic relationship among nurses working at mental health units using participatory action research. The results show that the therapeutic relationship can be improved through participatory methods where evidence-based practice is implemented and enhanced among nurses, since a better therapeutic relationship along with reduced staff discomfort are determining factors that influence the quality of the therapeutic relationship. Institutional managers should promote participatory group interventions to enable nurses to develop evidence-based aspects of the therapeutic relationship together with expanding personal aspects and self-knowledge.

The Indonesian Version of Evidence-Based Practice Questionnaire (EBPQ): An Evaluation of Reliability

Introduction: The use of evidence-based practice (EBP) has been demonstrated to increase the quality of patient care. However, the extent to which it is practiced in Indonesia is yet to be determined. It was necessary to develop a means of measuring EBP in order to acquire a profile of the use of EBP in Indonesia. The EBP questionnaire (EBPQ) developed by Upton and Upton was selected in the current study to evaluate the perceptions of healthcare workers regarding their knowledge of, attitudes toward, and practice of EBP. This questionnaire is widely recognized; however, an Indonesian version has not yet been developed. This study aimed to translate the EBPQ developed by Upton and Upton into Indonesian and to evaluate its reliability. Method: WHO framework on how to translate and adapt an instrument was applied. On completion of the forward translation and discussion process, backward translation of the EBPQ was performed, after which it was pretested and finalized. Reliability was tested by testing the questionnaire on 42 nurses at five hospitals in Depok and Jakarta. Result: Four words were changed. All items are valid. The reliability analysis resulted Cronbach’s a of 0.96 (a = 0.92, 0.80, and 0.96 for practice, attitude, and knowledge, respectively. Thus, 24 translated statements determined to be valid and reliable, were included in the final version. Conclusion: The Indonesian translated version of the EBPQ proposed by Upton and Upton was demonstrated to be valid and reliable. Further studies on the perceptions of healthcare workers are warranted.

English

BACKGROUND Lack or relative absence of access or disinterest in the use of standardised protocols in diagnosis, treatment and management of majority of ailments is a phenomenon very often seen but rarely acknowledged in the medical fraternity. This occurrence extends to many of the higher centers of healing and teaching including tertiary care institutes. We wanted to assess the perceptions, attitudes, practices and barriers to practice of evidence-based medicine among practitioners in clinical medicine in a tertiary care institute. METHODS A structured proforma containing Evidence Based Practice Questionnaire by Upton and Upton (2006) was administered to faculty members of various clinical specialties between July to September 2019. Non probability purposive sampling technique was used to enlist 50 participants who met the inclusion criteria. The completed proformas were collected and data was analysed using SPSS v.21. After analysing the data, in depth interviews of 16 consenting faculty members was conducted to identify barriers to practice of evidence-based medicine. RESULTS The mean score for knowledge domain of evidence based medicine was 53.18, SD = 7.05, for the attitude was 16.90, SD = 2.12 and that for practice was 20.50, SD = 5.26. The Cronbach alpha for the three domains were found to be 0.57, 0.62 and 0.81. The familiarity with common bio statistical terms and measures was best with odds ratio (78 %) and relative risk (64 %) and poorest with the understanding of parametric, non-parametric tests and power of the study (2 %). Of the 50 study subjects, 26 (52 %) used MS Excel for data analysis, 32 (64 %) generic search engines like Google, Yahoo, MSN to search for relevant medical literature. The thematic analysis of the interview transcripts of 16 interviewed faculty members revealed that barriers for non-practice of EBM were lack of comfort with research process, lack of mentoring, incomplete knowledge on how to conduct literature research and lack of time. CONCLUSIONS Practice of evidence based medicine has come a long way but still has a longer way to go. KEYWORDS Evidence Based Medicine, Barriers, Clinical Practitioners

Questionário de eficácia clínica e prática baseada em evidências

Introduction: Health care, as it is currently conceived, is based on the view that clinical decisions must be based on the best scientific evidence available, while recognizing the patient's preference, health care context and clinical judgment. Objetives: To evaluate the validity of the Clinical Effectiveness and Evidence-Based Practice Questionnaire (QECPBE). Methods: Methodological study in order to determine internal consistency using Cronbach's alpha and confirmatory factor analysis Results: 738 nurses were included, with an average age of 37.57 years, 76.0% of whom were women. After the questionnaire was refined, the final confirmatory factor analysis showed a good quality of adjustment of the factor structure composed of 3 factors with 19 items (x2/gl = 2.030; CFI = 0.967; GFI = 0.926; RMSEA = 0.053; RMR = 0.064) . The overall internal consistency was  = 0.930, demonstrating a very high reliability, explaining 63.660% of the total variance. Conclusions: The results showed that the scale is reliable and valid in the evaluation of the structural components of EBP. EBP appears as an enhancer of safe clinical decision, quality of care and autonomy in nursing.

Cultural validation of the competence in evidence-based practice questionnaire (EBP-COQ) for nursing students.

BACKGROUND:Evidence-based performance competence has a significant impact on the performance of care measures. The higher the qualifications of nurses, the more effective and desirable their performance. Evidence-based practice demonstrates the competencies and abilities of nurses. There is a need for valid and reliable tools for evaluating and promoting evidence-based competence in nursing students, and there are few tools in reviewing studies, but they have not considered the cultural dimension. The purpose of this study is to validate cultural competence in evidence-based practice for nursing students.MATERIALS AND METHODS:A methodological and validation study was conducted in the School of Nursing and Midwifery of Kermanshah and Ilam University of Medical Sciences in 2018. The Evidence-Based Performance Competency Questionnaire ( EBP-COQ) is one of the most valid tools used in various studies by Ruzafa-Martinez et al. Initially, the original version of the competence in evidence-based practice questionnaire was translated into Persian after securing a permission from the designer of the tool. Totally 300 nursing students were selected through simple sampling method and entered into the study. The validity of the tool was evaluated using face validity and performing factor analysis. The reliability of the questionnaire was evaluated using Cronbach's alpha and internal consistency. Statistical works were carried out in SPSS and AMOS.RESULTS:To determine the content validity of the tool, comparative fit index of the statements was obtained equal to 0.88. Factor analysis of the items yielded acceptable and statistically significant results (P < 0.001). The reliability of the tool was determined using internal consistency method (Cronbach's alpha) for the whole tool, which was equal to 0.7. The reliability of the questionnaire was investigated at two stages, and pretest/posttest correlation coefficients were obtained (P < 0.05).CONCLUSION:The questionnaire had an acceptable validity and reliability. It can be used to evaluate evidence-based practice. Among advantages of the tool is that it is easy to administer in health-care fields.

Cross-cultural Adaptation of the Health Sciences Evidence-based Practice Questionnaire into Japanese and Its Test-Retest Reliability in Undergraduate Students.

ABSTRACTObjectives:The Health Sciences Evidence-Based Practice (HS-EBP) questionnaire was recently developed for measuring five constructs of evidence-based clinical practice among Spanish health professionals by applying content and construct validity investigation. The current study aims to undertake a cross-cultural adaptation of the HS-EBP into Japanese and to investigate the internal consistency and test–retest reliability of the Japanese HS-EBP among undergraduate students of nursing and physical and occupational therapies.Methods:Cross-cultural adaptation was undertaken by following Beaton’s five-step process. Subsequently, the Japanese HS-EBP test–retest reliability was assessed with a 2-week interval. Participants were recruited from among third and fourth grade undergraduate students of nursing and physical and occupational therapies with clinical training experience.Results:Pilot testing included 30 participants (11 nursing students, 11 physical therapy students, 8 occupational therapy students). Consequently, we developed the Japanese HS-EBP to be understandable for undergraduate students of nursing and physical and occupational therapies. Data from 52 participants who completed test–retest reliability questionnaires demonstrated adequate test–retest reliability in the total scores of Domains 1, 3, 4, and 5 [intraclass correlation coefficients were (ICC)=0.74, 0.70, 0.75, and 0.74, respectively]; the exception was Domain 2, which had an ICC of 0.66. Internal consistency (Cronbach’s α) was adequate for Domains 1–5, for which α was 0.87, 0.94, 0.86, 0.93, and 0.95, respectively.Conclusions:This study developed the Japanese version of HS-EBP and provided preliminary evidence of adequate internal consistency and test–retest reliability in most domains for undergraduate students of nursing and physical and occupational therapies.

Knowledge, skills, and attitudes of nursing students on evidence-based practice.

To identify knowledge, skills, and attitudes on Evidence-Based Practice of nursing students in the School of Nursing of Universidade de São Paulo and to explore the relationship between knowledge, skills, and attitudes and associated variables. This is an exploratory, descriptive, analytical study conducted with 125 nursing undergraduate students. The data were obtained through application of the Evidence-Based Practice Questionnaire. The mean score for the questionnaire was 4.73 (SD = 0.79), with a higher score in the Attitudes domain. There was a significant statistical correlation between questionnaire score and course year (p < 0.001). There is a gap in the knowledge and skills associated to Evidence-Based Practice among nursing students. Effective strategies for teaching this subject in the nursing undergraduate course must be developed.

UTILIZAÇÃO DA PRÁTICA BASEADA EM EVIDÊNCIAS POR ENFERMEIROS NO SERVIÇO HOSPITALAR

Objetivo: descrever as práticas, atitudes e conhecimento dos enfermeiros hospitalares sobre a Prática Baseada em Evidências.Método: estudo descritivo, com 124 enfermeiros de um hospital universitário de Sergipe, Brasil. Foi aplicado o questionário Evidence-Based Practice Questionnaire, entre janeiro e fevereiro de 2019, e os dados analisados pelos testes de Shapiro-Wilk, Kruskal-Wallis e Post hoc.Resultados: 86,3% dos participantes são do sexo feminino, média de idade de 34,5 anos e tempo de formação entre cinco e dez anos. A pontuação média final para a escala de Prática Baseada em Evidências e Efetividade foi de 115,9, indicando atitudes positivas dos enfermeiros relacionadas à Prática Baseada em Evidências.Conclusão: as atitudes dos enfermeiros são embasadas em resultados científicos, entretanto, nem sempre as melhores evidências são utilizadas no subsídio das práticas profissionais. Difundir o uso adequado da pesquisa na Enfermagem contribui para a segurança do paciente, educação permanente e qualidade da assistência.

Development of a Cadre of Evidence-Based Practice Mentors for Nurses: What Works?

Development of a critical mass of evidence-based practice (EBP) mentors for healthcare professionals is pivotal in facilitating and sustaining system-wide implementation of evidence-based care, especially for nurses. Empirical evidence shows that organizational factors are strongly associated with EBP. However, the understanding of organizational support to promote EBP competency is found lacking, especially in Mainland China. The purposes of this study were to (1) establish a baseline assessment of EBP nursing leadership and work environment support as well as EBP competency for EBP mentors of nurses in Western China, and (2) explore how nursing leadership and work environment impact the EBP competencies of mentors. A cross-sectional study was conducted. The study population was 286 EBP mentors for nurses from six urban general hospitals in Xi'an City, Shanxi Province. The EBP Nursing Leadership Scale and the EBP Work Environment Scale were used to evaluate their perceived organizational support. EBP competency was measured by the Evidence-Based Practice Questionnaire. There was insufficient time for EBP mentors of nurses to engage in EBP. Lack of experts in EBP and educational offerings about EBP were identified as the two lowest workplace organizational supports for EBP. The respondents reported themselves as not competent in EBP, especially for the knowledge/skills. EBP nursing leadership and work environment support were key predictors of the self-reported EBP competency in the stepwise multiple linear regression models (β=.211-.345, p<.01). It is imperative to provide EBP mentors for nurses with the knowledge and skills to achieve the expected level of EBP competency. Strategies for developing a cadre of EBP mentors for nurses who have competency in EBP need to be multipronged and target the cultivation of an organizational culture that supports EBP.

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

PurposeEvidence-based practice (EBP) is a key competency that undergraduate nursing students need to learn, as EBP competence is essential for the effective implementation of EBP. However, few studies have comprehensively assessed the aspects of EBP competence using a reliable and valid measure specific to Korean nursing students. This study aimed to translate the Student Evidence-Based Practice Questionnaire (S-EBPQ) into Korean and evaluate its psychometric properties. MethodsThe original S-EBPQ was translated into Korean. After a pilot test, a convenience sample of 249 college students with more than four weeks of clinical training experience was selected from three universities in September 2017. Reliability and construct validity were evaluated using exploratory and confirmatory factor analyses. Concurrent validity was evaluated by correlating the measure with informatics competency. ResultsThe exploratory factor analysis revealed four factors that explained 66.3 of the variance. The confirmatory factor analysis yielded a 4-factor structure (χ2/df = 1.52, p < .001, standardized root-mean-square residual = .07, root-mean-square error of approximation = .07, goodness of fit index = .84, comparative fit index = .91). The Cronbach’s α was .81 for the total scale. The scale’s correlation with informatics competency was r = .55. ConclusionsThe Korean S-EBPQ is a reliable and valid tool that has utility for assessing EBP competence in Korean nursing students and for making comparisons of the EBP competence of nursing students from other countries.

Perceived Knowledge, Attitudes, and Implementation of Evidence-Based Practice Among Jordanian Nurses in Critical Care Units.

Evidence-based practice (EBP) has become of great interest to policymakers, health care practitioners, and researchers. This study aimed at assessing knowledge associated with, attitudes toward, and implementation of EBP among Jordanian registered nurses (RNs) in critical care units. A descriptive, correlational, and cross-sectional study was conducted in 5 hospitals: 3 public and 2 private. A convenience sample of 200 RNs was invited. Data were collected using a paper-based and self-administered questionnaire, in 2 sections; the first section was the demographic and contextual characteristics and the second was the Evidence-Based Practice Questionnaire (J Adv Nurs. 2006;53(4):454-458) to measure RNs' knowledge, attitudes, and EBP. A total of 187 RNs were included in this study. Findings revealed that Jordanian RNs in critical care units perceived themselves as having a satisfactory level of knowledge and practice of evidence-based interventions. In addition, RNs strongly recognized the value of EBP. There were significant positive associations between EBP and knowledge associated with EBP (r = 0.708, P < .001) and attitude toward EBP (r = 0.490, P < .001). Knowledge associated with EBP, a positive attitude toward EBP, higher educational qualifications, and training in EBP all increased the implementation of EBP. It is recommended that continuing education programs on EBP for nurses be conducted. Nursing educators in clinical settings have to consider a number of strategies to improve EBP. A qualitative research design and/or including open-ended questions are encouraged to gain more in-depth views about EBP.

Development and validation of the Chinese version of the evidence-based practice profile questionnaire (EBP2Q)

BackgroundEvidence-based practice (EBP) education or training are considered fundamental to building and strengthening an EBP culture, as well as to encouraging evidence-based academic and clinical practice in the nursing community. However, few valid and reliable instruments are available for the assessment of EBP teaching and learning in clinical nurses in China. Translation, reliability, and validity testing of the English Evidence-Based Practice Profile Questionnaire (EBP2Q), which has strong psychometric properties, may encourage evaluation and promote the implementation of EBP in Mainland China.MethodsBased on established guidelines for the development of questionnaires, the English EBP2Q was translated and cross-culturally adapted. The Chinese version of the EBP2Q (EBP2Q-C) was validated using a sample of 543 nurses. Structural validity was evaluated through exploratory factor analysis and confirmatory factor analysis, and the questionnaire was tested for convergent and criterion validity. The internal consistency and test-retest reliability were also evaluated.ResultsThe content validity index demonstrated good content validity (≥0.98). An eight-factor structure was obtained in the exploratory factor analysis, and verified by a three-order factor model from the confirmatory factor analysis (χ2/df = 2.001; RMSEA = 0.065; SRMR = 0.077; and CFI = 0.884). The Spearman’s rank correlation analysis of the EBP2Q-C with the Evidence-Based Practice Questionnaire showed moderate correlations for Practice (0.58) and Confidence (0.68) and a low correlation for Sympathy (0.32). Criterion validity was demonstrated by significant differences in terms of nurses’ highest education, present position, EBP training, involvement in research programs, and level of understanding of English. Both the overall Cronbach’s α and the Cronbach’s α for the domains exceeded 0.70. The intraclass correlation coefficients for the domains ranged between 0.75 and 0.96, indicating satisfactory repeatability.ConclusionsExcept for the convergent validity of the Sympathy domain, the EBP2Q-C provided evidence of validity and reliability. Therefore, it can be applied in EBP education or training assessment in Mainland China.

Knowledge, Attitude, and Practice of Iranian Speech and Language Pathologists Toward Evidence-Based Practice

Background: Despite the great need and significance for documentation of knowledge, attitudes, and practice of speech and language pathologists (SLPs) about evidence-based practice (EBP), few studies have been performed in this field among SLPs, especially Iranian SLPs. Objectives: The present study aimed at investigating the knowledge, attitude, and practice of Iranian SLPs toward EBP. Methods: This cross-sectional study was conducted from October to December 2019, in Iran. A valid and reliable self-administrated questionnaire (The Speech and Language Pathology Evidence-Based Practice questionnaire (SLP-EBPQ)) was used to evaluate the attitude, knowledge, and the use of evidence sections of SLP-EBPQ among 600 Iranian SLPs. Results: Four hundred twenty-two out of 600 questionnaires were returned. The mean figure of the knowledge score of the SLPs was 3.85 (± 2.8), while SLPs with postgraduate degrees scored higher in the knowledge section than those with an undergraduate degree (P &lt; 0.001). The mean figure of the attitude score of the SLPs was 46.97 (± 4.55). Conclusions: The findings of the present study showed that SLPs in Iran have positive and favorable attitudes toward EBP with an effective application. Our findings also showed that EBP knowledge is not very comprehensive among SLPs; however, the postgraduate SLPs presented a higher EBP compared with the undergraduate SLPs.

Forensic mental health nursing and evidence-based practice: a quantitative study

Background: Little is known about the personal, professional and workplace factors that influence evidence-based practice for forensic mental health nurses. Aim: This study describes the sources of practice knowledge for forensic mental health nurses, and the factors that influence the implementation of evidence-based practice. Design: This research study utilised a cross sectional survey design. Methods: All nurses (n = 244) working in one forensic mental health in-patient facility were sent an electronic invitation to complete the Developing Evidence Based Practice Questionnaire. Data was analysed to calculate descriptive statistics. Findings: Fifty-three respondents completed the survey. Respondents reported using experiential knowledge and locally derived sources of information more frequently than research-based evidence to inform their practice. Respondents reported being least skilled at finding, reviewing and using research evidence to change practice. The most frequently rated barriers to evidence-based practice were having insufficient time and resources to both finding and reviewing information and to implement changes in practice. Conclusions: Forensic mental health nurses tend to express a bias towards valuing social or qualitative sources of information to inform practice. Exploring the relationships between individual and organisational factors in the context of forensic mental health is recommended in order to gain further insights into the translation of evidence into practice for forensic mental health nurses. Impact statement: Unique contextual aspects of the forensic mental health environment may influence the implementation of evidence-based practice. Our study highlights that further support, resources and training is required to promote the use of research-based evidence in forensic mental health nursing.

Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses.

The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.