Effectiveness of an Evidence‐Based Practice Training Program for Nurse Educators: A Cluster‐Randomized Controlled Trial

Abstract

BackgroundEvidence‐based practice (EBP) endeavors to integrate the best available evidence with clinical expertise and patient preference to enhance clinical outcomes. For nurses to effectively demonstrate EBP, the concepts of EBP should be systematically incorporated into the nursing curriculum, with nurse educators playing a pivotal role in execution. However, the effect of EBP training programs on nurse educators remains largely unexplored.AimTo evaluate the effectiveness of an EBP training program on the knowledge, attitude, practice, and competency of nurse educators.MethodsA pragmatic randomized controlled trial was conducted at a nursing education institution. Fifty‐one nurse educators were cluster randomized into intervention and control groups. A 30‐hour EBP training intervention was provided for nurse educators in the intervention group. The outcome variables were knowledge, attitude, practice, and competency regarding EBP. These outcomes were evaluated using the EBP knowledge and practice questionnaire, EBP attitude scale, and Fresno test. Data were collected at baseline, the end of 5 months, and the end of 10 months.ResultsFifty‐one eligible participants were enrolled in the study. The intervention and control group had three clusters each with 27 and 24 participants, respectively. Participants in both groups were comparable for variables such as age, years of experience, and educational background (p > .05). Between groups, outcome variables were compared using mixed linear multi‐level modeling. Nurse educators who received the EBP training program demonstrated significant differences in knowledge (p < .05), attitude (p < .05), practice (p < .05), and competency scores (p < .05), than that of the control group, indicating the intervention effectiveness.Linking Evidence to ActionEBP training programs are effective in improving the knowledge, attitude, practice, and competency of nurse educators.

[Retracted] Exploration of the Effect of Competence‐Oriented Simulated Teaching Training on Comprehensive Competitiveness of Nursing Staff

“…For the daily training of nursing staff, teachers usually carry out indoctrination teaching for nursing staff according to the outline content, and the effect is poor [ 9 ]. Because it is difficult to integrate theory and practice, many nurses still have some difficulties in their work after returning to their posts after training [ 10 , 11 ]. Different from the traditional training methods, the ability-oriented simulation teaching method can guide nurses to think about why and how to do it.…”

Effectiveness of Educational Interventions to Increase Skills in Evidence-Based Practice among Nurses: The EDITcare Systematic Review

“…The review included fifteen studies—nine in the United States of America [ 8 , 48 , 50 , 51 , 54 , 55 , 56 , 57 , 60 ], two in Taiwan [ 52 , 61 ], and one each in Portugal [ 62 ], Finland [ 63 ], Spain [ 53 ], and India [ 64 ]. All were published between 2011 and 2022.…”

“…One study used a pre–post cohort design [ 48 ], four were RCTs [ 8 , 65 , 66 ], and ten used quasi-experimental designs [ 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 60 , 61 ]. Twelve studies were conducted in primary-care settings, one took place in a Portuguese nursing school [ 62 ], one in the nursing education institution of an Indian university [ 64 ], and one in Jaume University in Spain [ 53 ]. The total population included in the review was composed of 2712 RNs and licensed practical nurses (LPNs), bachelor’s degree students, Ph.D. students in Nursing Practice–Family Nurse Practice, nurse educators, emergency nurses, nurse managers, and visiting staff nurses.…”

“…The 1509 female and 108 male participants were aged between 19 and 65 years old. Seven studies did not report on their sample’s gender [ 50 , 54 , 55 , 56 , 61 , 64 , 66 ], and only nine studies provided information about their sample’s age distribution [ 48 , 50 , 51 , 52 , 53 , 60 , 61 , 62 , 64 , 66 ]. Table 1 describes the studies retained.…”

“…The last three studies [ 56 , 64 , 67 , 70 ] retrieved were guided by the five basic steps of EBP: (a) Ask a question; (b) Search for information or evidence to answer the question; (c) Critically appraise that information or evidence; (d) Integrate the appraised evidence using clinical expertise and patients’ preferences; and (e) Evaluate [ 78 ]. The intervention proposed by Hsieh and Chen [ 52 ] consisted of an evidence-based school-nursing program that used multiple pedagogical strategies, such as a traditional in-class format, a combination of teaching strategies, a flipped classroom format, group activities, case studies and supervision, mobile learning technology, and online lessons.…”