Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students

Jeong Sook Kim, Mee Ock Gu, HeeKyung Chang, Jeong Sook Kim, Mee Ock Gu, HeeKyung Chang

Abstract

Background: Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students' independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students' knowledge, skills, attitudes, competencies, and future use of EBP.

Methods: A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks.

Results: An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p < 0.001), skills (p < 0.001), attitudes (p < 0.001), competencies (p < 0.001), future use of EBP (p = 0.001), and critical thinking (p < 0.001), compared to the control group.

Conclusion: The EBP education program was effective in improving the knowledge, skills, attitudes, competencies, and future use of EBP among nursing students. Hence, we recommend the EBP education program as a general education course for undergraduate nursing students to promote needed proficiency in EBP.

Keywords: Critical thinking; Evidence-based practice; Nursing students; Simulation.

Conflict of interest statement

Ethics approval and consent to participate

This study was approved by the Institutional of Review Board at Gyeongsang National University (GIRB-G13-X-0021). Written informed consent was obtained from the participants who agreed to participate in the study.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

Fig. 1
Fig. 1
Pretest, post test, and after 6 weeks test mean (±SEM) of EBP knowledge, EBP skills, EBP attitudes, EBP competencies, future use for EBP and critical thinking scores for experimental (n = 22) and control groups (n = 22)

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Source: PubMed

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