Leveling EBP Content for Undergraduate Nursing Students

Bloom, Kathaleen C.; Olinzock, Barbara J.; Radjenovic, Doreen; Trice, Lucy B.

doi:10.1016/j.profnurs.2012.05.015

Cited by 29 publications

(17 citation statements)

References 10 publications

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“…This is congruent with the Bachelor's degree competencies identified by the American Association of Colleges of Nursing (Stevens, 2009). The undergraduate curriculum in the SON is designed to assist students in their development of beginner's knowledge and skills with respect to the first four steps of the EBP process (Bloom, Olinzock, Radjenovic, & Trice, 2013). The EBP project was designed based on the first four steps of the 5 A's of the EBP process (ask, acquire, appraise, apply, assess) (Sin & Bliquez, 2017).…”

Section: Discussionmentioning

confidence: 99%

Self-Efficacy and the Competency of Nursing Students Toward the Implementation of Evidence-Based Practice

Herliani¹,

Harun²,

Setyawati³

et al. 2018

J. Ners

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Introduction: Professional nurses should have adequate competency in order to apply Evidence Based Practice (EBP) in their nursing care. However, many nurses provide nursing care based on traditions, habits and personal experience. Less confidence in the feeling of nurses about their competency when employing EBP could inhibit successful EBP implementation in nursing care. Therefore, introducing and applying EBP during clinical placements in the Ners program is essential to form a professional attitude and to provide a basic level of experience when applying EBP in patient care. However, the self-efficacy and competence of the students when applying EBP has not yet been evaluated properly and there is little known about the nursing students’ competences and self-efficacy toward EBP implementation during clinical practice. Thus, the study aims to describe the self-efficacy and competency of nursing students toward the implementation of EBP, while also investigating the relationship between self-efficacy and the competency of nursing students in the implementation of EBP.Methods: This descriptive correlational study involved 120 nursing students who were actively registered on the Ners program 2016/2017. The data was collected by using the self-reporting Evidence-Based Practice Questionnaire (EBPQ), which was then analysed descriptively and inferentially using statistics.Results: The results of this study revealed that more than half (55%) of the participants had a high score of self-efficacy and almost half (49%) were categorised as having a high competence when implementing EBP. The self-efficacy score was significantly correlated to the score of competency (r = 0.607, p < 0.01).Conclusion: This study recommends that the development of the students’ competence in implementing EBP is essential to promote self-efficacy when applying EBP, and vice versa.

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Section: Discussionmentioning

confidence: 99%

Self-Efficacy and the Competency of Nursing Students Toward the Implementation of Evidence-Based Practice

Herliani¹,

Harun²,

Setyawati³

et al. 2018

J. Ners

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“…The drawback is that the literature does not provide conclusive evidence on the best practices for EBP education, yet some relevant recommendations and areas for debate can be drawn. Furthermore, there is no consensus on the most appropriate year to start EBP training, although it seems that an early introduction to the EBP process increases students’ interest and skills 16 . As such, several authors support the idea that EBP education must be embedded as a cross-curricular competence 4 , 16 - 17 .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students

Mena‐Tudela

Chorda

Cervera‐Gasch

et al. 2018

Rev. Latino-Am. Enfermagem

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Objectives:to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method:a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results:the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion:this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.

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“…With their passion, knowledge, beliefs and skills in EBP, academics can ignite a spirit of inquiry in students and instil lifelong learning skills (Bloom et al . ).…”

Section: Introductionmentioning

confidence: 97%

Envisaging the use of evidence‐based practice (EBP): how nurse academics facilitate EBP use in theory and practice across Australian undergraduate programmes

Malik

McKenna

Griffiths

2017

Journal of Clinical Nursing

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Leveling EBP Content for Undergraduate Nursing Students

Cited by 29 publications

References 10 publications

Self-Efficacy and the Competency of Nursing Students Toward the Implementation of Evidence-Based Practice

Self-Efficacy and the Competency of Nursing Students Toward the Implementation of Evidence-Based Practice

Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students

Envisaging the use of evidence‐based practice (EBP): how nurse academics facilitate EBP use in theory and practice across Australian undergraduate programmes

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