Other Titles
Assessing nursing students EBP tools
Abstract
Session presented on Friday, July 24, 2015:
Purpose: The quantitative relationship between self-reports of competence and objectively measured performance is generally < r = .3 and in a striking number of studies, inverse relationships have been observed. With the slow rate of adoption of EBP in clinical environments, an objective measure of nurses' EBP knowledge is clearly needed. Here we report initial validity and reliability evidence for a new objective measure of EBP knowledge, the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN).
Methods: Seven subject-matter experts reviewed the candidate items, culminating in a final item pool of N = 75 items with an S-CVI = .94. Rasch modeling (1PL item-response theory [IRT]) with jMetrick (Meyer, 2014) was used to evaluate psychometric performance on the theorized unidimensional trait of EBP knowledge. Candidate items were tested in N = 200 undergraduate nursing students from two large Midwestern nursing education programs. Subjects were M = 24.8 (SD = 5.3) years old and 90.5% female.
Results: For the final, 20-item EKAN, mean difficulty was .19 (Range -2.0 - 2.8), weighted mean square infit was 1.01 (Range .95 - 1.06), standardized weighted mean square infit was .33 (Range -.7 - 1.6), unweighted mean squares outfit was 1.02 (Range .93 - 1.14), standardized unweighted mean squares outfit was .34 (Range -1.08 - 2.00). For the scale, the item separation index was 7.05 and the person separation index was 1.66. Item reliability was .98; person reliability was .66. These values reflect strong item performance but highlight trait homogeneity in the subject pool. EKAN scores ranged from 5 - 16 (of a possible 20); M = 10.4 (SD = 2.31). A known-group effect was observed (M = 10.01 vs. 11.47; t = -2.53, p = .01) when comparing scores from subjects recently exposed to vs. unexposed to prior EBP, research, or statistical coursework.
Conclusion: The 20-item EKAN showed strong evidence of trait unidimensionality and desirable scale psychometrics when evaluated using the Rasch model. Additional studies are in progress among groups possessing a greater range of EBP knowledge to provide additional validity evidence. The EKAN is an efficient objective EBP knowledge measure available to educators and researchers.
Sigma Membership
Alpha
Lead Author Affiliation
Indiana University, Bloomington, Indiana, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Nursing Education, Measurement, EBP
Recommended Citation
Wonder, Amy Hagedorn and Spurlock, Darrell R. Jr., "A first look at undergraduate nursing students' knowledge of evidence-based practice using the evidence-based practice knowledge assessment in nursing" (2016). INRC (Congress). 159.
https://www.sigmarepository.org/inrc/2015/presentations_2015/159
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
A first look at undergraduate nursing students' knowledge of evidence-based practice using the evidence-based practice knowledge assessment in nursing
San Juan, Puerto Rico
Session presented on Friday, July 24, 2015:
Purpose: The quantitative relationship between self-reports of competence and objectively measured performance is generally < r = .3 and in a striking number of studies, inverse relationships have been observed. With the slow rate of adoption of EBP in clinical environments, an objective measure of nurses' EBP knowledge is clearly needed. Here we report initial validity and reliability evidence for a new objective measure of EBP knowledge, the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN).
Methods: Seven subject-matter experts reviewed the candidate items, culminating in a final item pool of N = 75 items with an S-CVI = .94. Rasch modeling (1PL item-response theory [IRT]) with jMetrick (Meyer, 2014) was used to evaluate psychometric performance on the theorized unidimensional trait of EBP knowledge. Candidate items were tested in N = 200 undergraduate nursing students from two large Midwestern nursing education programs. Subjects were M = 24.8 (SD = 5.3) years old and 90.5% female.
Results: For the final, 20-item EKAN, mean difficulty was .19 (Range -2.0 - 2.8), weighted mean square infit was 1.01 (Range .95 - 1.06), standardized weighted mean square infit was .33 (Range -.7 - 1.6), unweighted mean squares outfit was 1.02 (Range .93 - 1.14), standardized unweighted mean squares outfit was .34 (Range -1.08 - 2.00). For the scale, the item separation index was 7.05 and the person separation index was 1.66. Item reliability was .98; person reliability was .66. These values reflect strong item performance but highlight trait homogeneity in the subject pool. EKAN scores ranged from 5 - 16 (of a possible 20); M = 10.4 (SD = 2.31). A known-group effect was observed (M = 10.01 vs. 11.47; t = -2.53, p = .01) when comparing scores from subjects recently exposed to vs. unexposed to prior EBP, research, or statistical coursework.
Conclusion: The 20-item EKAN showed strong evidence of trait unidimensionality and desirable scale psychometrics when evaluated using the Rasch model. Additional studies are in progress among groups possessing a greater range of EBP knowledge to provide additional validity evidence. The EKAN is an efficient objective EBP knowledge measure available to educators and researchers.