Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities

Brown, Caroline; Kim, Son Chae; Stichler, Jaynelle F.; Fields, Willa

doi:10.1016/j.nedt.2009.10.021

Cited by 91 publications

(95 citation statements)

References 35 publications

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“…12,19 Similarly, several studies have confirmed the positive effects of higher education levels on patient outcomes through the implementation of EBP. 26,[28][29][30] In the present study, midwives who were older and had more work experience were not significantly more likely to have greater EBP knowledge, self-efficacy or practice. This finding was supported by a previous study which found no relationships between age or clinical experience with EBP knowledge among nurses.…”

Section: Discussionmentioning

confidence: 87%

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Azmoude¹,

Farkhondeh²,

Ahour³

et al. 2017

SQUMJ

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Objectives:The successful implementation of evidence-based practice (EBP) can lead to appropriate and effective midwifery care during pregnancy, childbirth and in the postnatal period. However, levels of knowledge and confidence in one's ability to apply EBP are related to its effective implementation. This study aimed to investigate levels of knowledge, practice of and self-efficacy towards the use of EBP among midwives in East Iran. Methods: This cross-sectional study took place between January and February 2016 and involved 98 midwives employed at two hospitals and all four urban health care centres in Torbat-e Heydariyeh, Iran. Two subscales of the Evidence-Based Practice Questionnaire were used to assess participants' knowledge and practice of EBP, respectively, while a modified version of a previously described scale was used to determine self-efficacy. Results: A total of 76 midwives participated in the study (response rate: 77.6%). Mean knowledge, practice and self-efficacy scores were 4.48 ± 0.94, 3.53 ± 0.68 and 2.80 ± 0.81, respectively. Significant relationships were found between mean selfefficacy, practice and knowledge scores and proficiency in English language (P = 0.001 each) and statistical methods (P <0.050 each). Additionally, significant relationships were found between knowledge and practice of EBP and proficiency in the use of databases (P <0.050 each). Knowledge and self-efficacy scores were significantly correlated with practice (P = 0.001 each). Conclusion: These findings demonstrate a need for improvement in the self-efficacy, practice and knowledge of EBP among midwives in East Iran. Interventions that promote these factors may help increase the use of EBP in this population.

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Section: Discussionmentioning

confidence: 87%

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Azmoude¹,

Farkhondeh²,

Ahour³

et al. 2017

SQUMJ

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“…Linking theory to practice where students were expected to demonstrate EBP in the clinical setting would not require major curricula changes. A study by Brown, Kim, Stichler and Fields [31] identified clinically integrated EBP courses enhanced students' confidence in the use of EBP at the time and in future. Active partnerships between academic and clinical institutions were recommended.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs

Malik¹,

McKenna²,

Griffiths³

2015

3rd Annual Worldwide Nursing Conference (WNC 2015)

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Abstract-Evidence-based practice (EBP) remains a relatively new concept to nursing, creating many challenges in relation to curriculum evaluation. Most of the available literature on EBP focuses to a great extent on clinical practice. There is limited literature available addressing the incorporation of EBP into nursing curricula, particularly at the undergraduate level. Existing literature highlights discrepancies in how EBP is implemented into nursing curricula, and reveals ambiguity in defining the concepts of EBP, appropriate place in the course in which to initiate EBP skills training, and in merging EBP with the research process. In the Australian context and internationally, EBP is variably addressed within undergraduate nursing education.Aim: This paper reports findings of an analysis of curriculum outlines from tertiary education providers exploring how EBP is incorporated into Bachelor of Nursing (BN) programs in Australia.Method: Curriculum outlines of BN programs were extracted through public websites. Each subject or unit of study was analysed in relation to units offered which addressed research and EBP, either in isolation or combined. Content analysis informed by Chambers and Chiang (2012) was performed to analyse the data. Results:In Australia, 32 universities and three colleges offer BN programs. Results revealed that of these, three did not appear to offer specific units related to research or EBP. Twenty five combined units on research and EBP with major emphasis on research concepts and methodologies. In addition, 30 education providers integrated EBP related objectives throughout their curricula ranging between one to twelve units of study. Variations among institutions were found in terms of years and semesters in which research and EBP units were introduced. Implications:It is paramount that EBP is considered an integral part of curricula and be embedded in all units of study.

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“…En esta formación inicial en PBE el estudiante adquirirá, sobre todo, conocimientos y habilidades en búsqueda bibliográfica, lectura crítica de artículos de investigación, etc. De esta forma, el primer contacto capacitará al alumno para que durante el desarrollo de su formación vaya poniendo en práctica estas habilidades concretas en PBE [82][83][84] .…”

Section: Implantación Y Evaluación De Una Estrategia Interactiva De Punclassified

“…Esta estrategia docente interactiva fue diseñada en base a la literatura reciente sobre el aprendizaje de esta competencia para alumnos tanto de medicina como enfermería [139][140][141][142][143][144][145][146][147][148][149][150][151] . Así, se compone de forma específica de dos horas teóricas de Práctica Basada en la Evidencia en la que se sumerge al alumno en:…”

Section: Variable Intervenciónunclassified

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Implantación y evaluación de una estrategia interactiva de Práctica Basada en la Evidencia en alumnos de Enfermería

Mena‐Tudela¹

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Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities

Cited by 91 publications

References 35 publications

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs

Implantación y evaluación de una estrategia interactiva de Práctica Basada en la Evidencia en alumnos de Enfermería

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