<h2>Poster Presentation</h2><h3>Objective</h3> To design, implement, and evaluate a nursing theory and evidence‐based educational program on professional labor support (PLS). <h3>Design</h3> Pretest/posttest descriptive design for program evaluation research. <h3>Setting</h3> A tertiary medical center in the Midwest United States. <h3>Sample</h3> A convenience sample of intrapartum nurses employed at the participating hospital (<i>N</i> = 31). <h3>Methods</h3> Nurses were measured on study outcomes before and after attending a four‐hour continuing education program, The Professional Labor Support Course, founded on Swanson's theory of caring. Evidence‐based content information stemmed from AWHONN's position statement on nursing support of laboring women. Measured outcomes included self‐efficacy for PLS, perceived value of content information, learner satisfaction, and intended knowledge translation to nursing practice. <h3>Results</h3> A paired samples <i>t</i> test revealed a highly significant difference in self‐efficacy for PLS composite scores before and after attending the PLS course, <i>t</i>(30) = −7.92, <i>p</i> ≤ .01. Perceived value of content information revealed that 90.3% of nurses found the information clinically relevant, 80.6% of nurses reported they learned something new, 64.5% stated their practice will be changed and improved, 80.6% planned to use the information to modify patient management, and 83.9% anticipated increasing patient knowledge as a health benefit of the information. Learner satisfaction reported ratings of outstanding for learning objectives (>74%), speaker evaluation (>93%), and process evaluation (>80%) categories with 96.8% of nurses rating the overall course experience as outstanding. Intended knowledge translation revealed positioning (83.9%) as the top ranked PLS behavior nurses plan to implement in their practices. Top ranked barriers to PLS were identified as continuous monitoring, physician barriers, lack of equipment, staffing, and family influence. Top‐ranked facilitators to PLS were identified as knowledge, equipment, staffing, attitude, and patient education. <h3>Conclusion/Implications for Nursing Practice</h3> The PLS course was highly effective in leading to increased self‐efficacy for PLS and high levels of perceived value of content information and learner satisfaction. Although nurses reported plans to implement PLS, it is unknown if there will be actual knowledge translation into practice. Therefore, it would be beneficial to measure frequency of PLS following attendance. The overall study assumption is that nurses who are knowledgeable and place value on PLS will embrace PLS as best practice and ultimately lead to improved patient outcomes.
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