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Wednesday, 14 July 2010: 8:50 AM
Learning Objective 1: examine the impact of a faculty training course in enhancing EBP competency in a medical center of Taiwan.
Learning Objective 2: discuss the design and implementation of an effective EBP training course with multi-modal training style.
BACKGROUND:
An effective curriculum for EBP faculty training is important to the promotion of EBHC in medical center. We adopted a multimodal training style with small class, practical exercises and group discussion/contest to the training of faculty facilitators assigned by the nursing and medical departments in a medical center ofTaiwan .
PURPOSE:
To evaluate the effects of the curriculum on faculty learns' EBP knowledge, attitudes, behavior and skill.
METHOD:
Design: pre-experimental, one-group pretest posttest design was employed.
Intervention: a 3-month EBP faculty training program; classes scheduled two hours per week between November/2008 and February/2009 with lecture, coursework and group discussion/contest.
Samples: purposive sampling of faculty learners participating the program.
Instrument: a structured questionnaire to self-assess EBP competence.
Outcomes: measured by three EBP levels (knowledge, attitudes and behavior) and four EBP skill dimensions (clinical question formation, searching techniques, critical appraisal and clinical application)
Data collection: questionnaires were administrated and collected for pre-train and post-train data.
Analysis: SPSS 15.0 was used to obtain descriptive statistics, paired t-test and Pearson's correlation coefficients.
RESULTS:
36 completed questionnaires were collected; return rate 97.56%. Between pre-train and post-train data, differences in three EBP levels were statistically significant (P < .0001) and four EBP skill dimensions were positively correlated (P < .0001). Indicated by post-train data, knowledge and behavior had greater space for improvement. Pre-train EBP levels (r=.43; P<.012) and pre-train EBP skill dimensions (r=.53; P<.001) correlated with intervention; this indicated overall pre-train capacity was amplified by intervention.
CONCLUSION:
An EBP faculty educational program incorporating interactive and multi-modal training style was an effective and innovative way of improving EBP knowledge, attitudes, behavior and skills. This study could provide a reference for future studies of EBP faculty education in clinical nursing and/or medical center.
An effective curriculum for EBP faculty training is important to the promotion of EBHC in medical center. We adopted a multimodal training style with small class, practical exercises and group discussion/contest to the training of faculty facilitators assigned by the nursing and medical departments in a medical center of
PURPOSE:
To evaluate the effects of the curriculum on faculty learns' EBP knowledge, attitudes, behavior and skill.
METHOD:
Design: pre-experimental, one-group pretest posttest design was employed.
Intervention: a 3-month EBP faculty training program; classes scheduled two hours per week between November/2008 and February/2009 with lecture, coursework and group discussion/contest.
Samples: purposive sampling of faculty learners participating the program.
Instrument: a structured questionnaire to self-assess EBP competence.
Outcomes: measured by three EBP levels (knowledge, attitudes and behavior) and four EBP skill dimensions (clinical question formation, searching techniques, critical appraisal and clinical application)
Data collection: questionnaires were administrated and collected for pre-train and post-train data.
Analysis: SPSS 15.0 was used to obtain descriptive statistics, paired t-test and Pearson's correlation coefficients.
RESULTS:
36 completed questionnaires were collected; return rate 97.56%. Between pre-train and post-train data, differences in three EBP levels were statistically significant (P < .0001) and four EBP skill dimensions were positively correlated (P < .0001). Indicated by post-train data, knowledge and behavior had greater space for improvement. Pre-train EBP levels (r=.43; P<.012) and pre-train EBP skill dimensions (r=.53; P<.001) correlated with intervention; this indicated overall pre-train capacity was amplified by intervention.
CONCLUSION:
An EBP faculty educational program incorporating interactive and multi-modal training style was an effective and innovative way of improving EBP knowledge, attitudes, behavior and skills. This study could provide a reference for future studies of EBP faculty education in clinical nursing and/or medical center.
See more of: Evidence-Based Nursing Research & Implementation
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters