Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

Jalalinia, S F; Salsali, Mahvash; Dehghan–Nayeri, Nahid; Ebadi, Abbas

doi:10.1111/j.1442-2018.2011.00603.x

Cited by 27 publications

(26 citation statements)

References 22 publications

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“…Hence, the ever-growing emphasis on the use of scientific research finding in the professional practice of midwives which is expected to have a positive impact on patients' and medical staff safety, as well as the medical procedures effectiveness or financial efficiency. The main task, then, is to raise Nursing students' awareness about using the latest scientific research findings, as well as the necessity to upgrade their skills and competences in conducting scientific research [1][2][3][4][5][6][7][8][9][10][11].…”

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confidence: 99%

Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice

Belowska

Pańczyk

Zarzeka

et al. 2015

Polish Journal of Public Health

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Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.

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confidence: 99%

Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice

Belowska

Pańczyk

Zarzeka

et al. 2015

Polish Journal of Public Health

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“…21 In another study, it was noted that evidencebased approach may be used as a complementary approach in nursing education and leads students to the acquisition of some specific skills. 22 A review of the literature indicates that using evidence-based education in nursing students has clinical effectiveness. 23 Evidence-based education has also been considered essential in the educational planning of universities of medical sciences in Iran.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Teaching Evidence-Based Nursing to Undergraduate Nursing Students in Iran: A Systematic Review

Ghaffari¹,

SHapoori²,

Binazir³

et al. 2018

Res Dev Med Edu

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Background: Evidence-based nursing (EBN) is an approach to make effective clinical decisions based upon personal clinical expertise and patient preferences and values in combination with the most current and relevant research and evidence available on the topic. This approach uses the evidence-based practice (EBP) as a foundation. In spite of extensive training in EBN for nursing students in Iran, appropriate articles have not been summarized suitably as to EBN's effectiveness. The present study aimed to systematically review the effectiveness of EBN education on the knowledge, skills, and attitudes of nursing students in Iran. Methods: For a systematic review on the topic, different searching methods were applied by searching on the following key words: training, learning, evidence-based nursing, nursing education in B.A. course, nursing students, workshop, knowledge, attitudes, skills, Iran. Their English equivalents were included. Databases that were searched included SID, Magiran, Medlib, Iranmedex, PubMed, Google Scholar, and CINAHL. We included studies that had recruited undergraduate nursing students, articles that had the key words in the titles, all studies conducted in Persian and English up to 2016, and the studies which used at least one educational intervention for evidence-based teaching. Results: Based on the results of automated and manual database searches of over 313 papers, 143 articles were eliminated by studying their titles based on not reporting teaching EBM to undergraduate nursing students, and 160 articles were removed based on content. In all, eight articles were related to the topic of the present study, indicating that EBN education promotes knowledge, attitudes, and skills of nursing students. Conclusion: This study found that EBN educational methods can promote knowledge, attitudes and skills in undergraduate nursing students, but the review does not reach a conclusion as to the advisability of one strategy.

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“…Contrary to results of the present research, several studies reported no significant difference between the intervention and control groups regarding their IT competency scores after the intervention. As they reported, both groups improved their information seeking skills in the posttest [36][37][38]. The reason for the discrepancy in the results may be due to the difficulties in randomizing and matching groups, participants' previous computer skills, and differences in study design, conditions, and data collection tools.…”

Section: Principal Findingsmentioning

confidence: 94%

Improving the information technology competency of nurses in critical care units: an interventional study

Jouparinejad¹,

Foroughameri²,

Khajouei³

et al. 2019

Preprint

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Introduction To convert nurses of the critical care units into active users of evidence-based practices, their IT competency should be improved by appropriate planning. This study aimed to evaluate the impact of a training program on nurses' IT competency in critical care units.Methods In this interventional study, 60 nurses working in critical care units of hospitals were randomly assigned into the control and intervention groups. The three-day workshop on IT skills training was conducted for the intervention group. Data were collected using demographic questionnaire and Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention.Results In the pretest stage, both groups were at the competent level with regard to the competency level and no significant difference was observed between them in the pretest. However, in the posttest, the IT competency of the intervention group significantly increased compared to the control group. This showed that the intervention group was at the proficient level.Conclusions Education enhanced the nurses' IT competency in critical care units. So, in order to provide nurses with the latest scientific information and to promote high quality evidence-based practices, related educational programs should be added to continuous educational programs for all clinical nurses.

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Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

Cited by 27 publications

References 22 publications

Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice

Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice

Effectiveness of Teaching Evidence-Based Nursing to Undergraduate Nursing Students in Iran: A Systematic Review

Improving the information technology competency of nurses in critical care units: an interventional study

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