Fresno test to measure evidence-based practice knowledge and skills for Portuguese undergraduate nursing students: A translation and adaptation study

Cardoso, Daniela; Couto, Filipa; Cardoso, Ana Filipa; Louçano, Cristina; Rodrigues, Manuel Alves; Pereira, Rui Pedro Gomes; Parola, Vítor; Coelho, Adriana; Ferraz, Lucimare; Pinto, Daniela; Ramis, Mary-Anne; Apóstolo, João

doi:10.1016/j.nedt.2020.104671

Cited by 4 publications

(7 citation statements)

References 25 publications

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“…e number of stroke sufferers in China is as high as 5-6 million, which is the leading cause of disability in adults and the second leading cause of death in addition to cancer [1,2]. In addition, China is still growing at an annual rate of 1.3 million new cases, which brings a heavy burden to sufferers, families, and society.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Meta‐Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence‐Based Ministration

Song

et al. 2022

Contrast Media & Molecular Imaging

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In order to meta-analyze the effect of evidence-based ministration on the efficacy, incidence of pressure ulcers and prognosis of stroke are used. Literature retrieval is carried out in Wanfang Medicine, PubMed database, biomedical literature, and other medical databases through medical data and computers, focusing on the efficacy, pressure ulcer incidence, and prognosis of stroke sufferers after applying evidence-based ministration. For the relevant medical information literature on the effect, RevMan 5.2 software is used for meta-decomposition. For stroke sufferers, the application of evidence-based ministration intervention can notoriously enhance the clinical therapy effect of stroke sufferers, reduce the incidence of clinical pressure ulcers, and enhance the prognosis and quality of life of sufferers.

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Section: Introductionmentioning

confidence: 99%

[Retracted] Meta‐Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence‐Based Ministration

Song

et al. 2022

Contrast Media & Molecular Imaging

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“…All participants were assessed before (week 0) and after the intervention (week 18) using a self-report instrument. EBP knowledge and skills were assessed by the Adapted Fresno Test for undergraduate nursing students [ 28 ]. This instrument was adapted from the Fresno Test, which was originally developed in 2003 to measure knowledge and skills on EBP in family practice residents [ 29 ].…”

Section: Methodsmentioning

confidence: 99%

“…This instrument was adapted from the Fresno Test, which was originally developed in 2003 to measure knowledge and skills on EBP in family practice residents [ 29 ]. The Adapted Fresno Test for undergraduate nursing students has seven short answer questions and two fill-in-the-blank questions [ 28 ]. At the beginning of the instrument, two scenarios, which suggest clinical uncertainty, are presented.…”

Section: Methodsmentioning

confidence: 99%

“…The last two questions are fill-in-the-blank questions. The answers are scored using a modified standardized grading system [ 28 ], which was adapted from the original [ 29 ]. The instrument has a total minimum score of 0 and a maximum score of 101.…”

Section: Methodsmentioning

confidence: 99%

“…The instrument has a total minimum score of 0 and a maximum score of 101. The inter-rater correlation for the total score of the Adapted Fresno Test was 0.826 [ 28 ]. The rater that graded the answers to the Adapted Fresno Test was blinded to treatment assignment.…”

Section: Methodsmentioning

confidence: 99%

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The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial

Cardoso

Couto

Cardoso

et al. 2021

IJERPH

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Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.

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Methods of teaching evidence-based practice: a systematic review

2022

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Background To identify the effectiveness of different teaching modalities on student evidence-based practice (EBP) competency. Methods Electronic searches were conducted in MEDLINE, Cochrane central register of controlled trials, PsycINFO, CINAHL, ERIC, A + Education and AEI through to November 2021. We included randomised-controlled trials comparing EBP teaching modes on EBP knowledge, skills, attitudes or behaviour in undergraduate and post-graduate health professions education. Risk of bias was determined using the Cochrane risk of bias tool. Results Twenty-one studies were included in the review. Overall, no single teaching modality was identified as being superior to others at significantly increasing learner competency in EBP. Changes in learner knowledge, skills, attitudes and behaviour were conflicting, with studies either reporting no change, or a moderate increase in EBP behavioural outcomes when directly compared to another intervention. Conclusion Current evidence highlights the lack of a single teaching modality that is superior than others regarding learner competency in EBP, regardless of health professions discipline or graduate status. The poor quality, heterogeneity of interventions and outcome measures limited conclusions. Further research should focus on the development of high-quality studies and use of psychometrically validated tools to further explore the impact of different EBP teaching modalities.

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Fresno test to measure evidence-based practice knowledge and skills for Portuguese undergraduate nursing students: A translation and adaptation study

Cited by 4 publications

References 25 publications

[Retracted] Meta‐Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence‐Based Ministration

[Retracted] Meta‐Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence‐Based Ministration

The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial

Methods of teaching evidence-based practice: a systematic review

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