Abstract
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
Background: Evidence-based practice (EBP) is an essential element in driving health care delivery and practice. The need to create a culture that values the practice of evidence-based nursing education through the design and evaluation of the education strategies is imperative. In spite of positive outcomes associated with EBP, many healthcare providers do not implement or adopt EBP. Little is known about the on-line graduate nursing students' EBP knowledge, attitudes, and skills/practice related to EBP and research.
Purpose: This study aimed to assess changes in EBP knowledge, attitudes, skills/practice among graduate on-line nursing students before and after they enroll in the evidence-based practice course at a private University in Midwestern, US.
Methods: A descriptive study with pre and post-test evaluation of students' knowledge, skills/practice, and attitudes toward EBP was conducted. The study sample included 63 on-line graduate students enrolled in the EBP and Research Methods course. Main study outcomes were measured using the Evidence-Based Practice Questionnaires (EBPQ) administering before and after completion of the EBP and Research Methods course. The EBPQ has been validated with acceptable reliability and validity. Descriptive statistics and sample t test were used to assess the mean differences between pre-and post-test scores.
Results: Students' overall EBPQ scores were significantly improved following completion of the EBP and Research Methods course t (63) = -9.034; p <.001. Statistically significant differences were found for skills/practice mean scores t (63) = -12.78; p = .001, however, no significant differences were found on knowledge and attitude mean scores. Most reported barriers to EBP included lack of understanding of statistics, interpretation of findings, lack of time, and library resources.
Summary: This is one of a few studies that evaluated on-line graduate nursing students' knowledge, attitudes, and skills/practice related to EBP. The findings suggest a systematic plan for implementing future EBP and Research Methods courses and interventions that address barriers to EBP among on-line graduate nursing students. Future research is needed to identify graduate nurses' knowledge and adoption of EBP upon graduation.
Sigma Membership
Delta
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Evidence-Based Practice, Knowledge, Skills, Attitudes Toward EBP, On-Line Nursing Education
Recommended Citation
Rojjanasrirat, Wilaiporn, "An evaluation of knowledge, skills, and attitudes toward evidence-based practice in on-line graduate nursing students" (2016). Convention. 39.
https://www.sigmarepository.org/convention/2015/posters_2015/39
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
An evaluation of knowledge, skills, and attitudes toward evidence-based practice in on-line graduate nursing students
Las Vegas, Nevada, USA
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
Background: Evidence-based practice (EBP) is an essential element in driving health care delivery and practice. The need to create a culture that values the practice of evidence-based nursing education through the design and evaluation of the education strategies is imperative. In spite of positive outcomes associated with EBP, many healthcare providers do not implement or adopt EBP. Little is known about the on-line graduate nursing students' EBP knowledge, attitudes, and skills/practice related to EBP and research.
Purpose: This study aimed to assess changes in EBP knowledge, attitudes, skills/practice among graduate on-line nursing students before and after they enroll in the evidence-based practice course at a private University in Midwestern, US.
Methods: A descriptive study with pre and post-test evaluation of students' knowledge, skills/practice, and attitudes toward EBP was conducted. The study sample included 63 on-line graduate students enrolled in the EBP and Research Methods course. Main study outcomes were measured using the Evidence-Based Practice Questionnaires (EBPQ) administering before and after completion of the EBP and Research Methods course. The EBPQ has been validated with acceptable reliability and validity. Descriptive statistics and sample t test were used to assess the mean differences between pre-and post-test scores.
Results: Students' overall EBPQ scores were significantly improved following completion of the EBP and Research Methods course t (63) = -9.034; p <.001. Statistically significant differences were found for skills/practice mean scores t (63) = -12.78; p = .001, however, no significant differences were found on knowledge and attitude mean scores. Most reported barriers to EBP included lack of understanding of statistics, interpretation of findings, lack of time, and library resources.
Summary: This is one of a few studies that evaluated on-line graduate nursing students' knowledge, attitudes, and skills/practice related to EBP. The findings suggest a systematic plan for implementing future EBP and Research Methods courses and interventions that address barriers to EBP among on-line graduate nursing students. Future research is needed to identify graduate nurses' knowledge and adoption of EBP upon graduation.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.