A systematic review on educational interventions for learning and implementing evidence-based practice in nursing education: The state of evidence

Abstract

The aim of this systematic review was to gather, assess and synthesize evidence on educational interventions promoting learning and implementation of evidence-based practice in nursing education and their outcomes. Literature was sought from the Cochrane, CINAHL and PubMed databases. The data (10 articles) were analysed by applying qualitative content analysis. The analysis of the interventions produced five main categories: Theoretical foundations, Teachers and partnerships, Learning contents, Learning/teaching methods, and Learning tools. Outcomes of the evaluations were divided into three categories. A Web-based EBP learning module supplemented by help sessions, a program including the Self-Directed Learning Process for EBP Basics and a Workshop for Critical Appraisal of Literature, and an Evidence-Based Practice Project as a group work were interventions that had gained 'excellent' outcomes. When supporting nurse students' learning of EBP, it is recommended to use a combination of self-directed learning and a consultation by a teacher when needed, different learning tools, as well as partnerships in planning and conducting interventions.

A Quasi-Experimental Study of a Basics of Evidence-Based Practice Educational Intervention for Health and Social Care Professionals

“…Intervention: Basics of Evidence-Based Practice (Brief name: B-EBP) 2 ECTS (53 hours student work) (1 ECTS ¼ 26.7 hours student work) Theory: Pedagogical approaches: (a) transformative learning (Mezirow, 2009); (b) active learning methods (Zayapragassarazan & Kumar, 2012); (c) evidence from systematic reviews (Melender et al, 2016;Swanberg et al, 2016) on learning and implementing EBP in nursing education. Content framework: The content planning conformed the EBP competencies on a bachelor's level presented by Melnyk et al (2014).…”

Effectiveness of Educational Interventions to Increase Knowledge of Evidence-Based Practice Among Nurses and Physiotherapists in Primary Health Care: Protocol for a Systematic Review

“…Scurlock-Evans et al [8] summarized attitudes, barriers, enablers, and EBP interventions among PTs, although without specifying employment settings or assessing educational interventions. Melender et al [43] summarized the educational interventions used to train nursing students to improve outcomes in the implementation of EBP. Nevertheless, to the best of our knowledge, there has been no systematic review examining the effectiveness of educational interventions aimed at increasing the use of EBP in daily practice among nurses, nurse practitioners (NPs), and PTs active in primary health care.…”

Critical thinking, research utilization and barriers to this among nursing students in Scandinavia and Indonesia

“…16,44 Several studies have been conducted in order to develop nursing students’ critical thinking abilities with variable results. 45,46 However, problem-based learning (PBL), simulation, and concept mapping seem to be the most common educational interventions used to promote critical thinking development.…”