The Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwan

Wednesday, 14 July 2010: 8:50 AM

Jung-Mei Tsai, MSN, RN
Nursing Department & EBM Center, Mackay Memorial Hospital, Taipei, Taiwan
Jiun-Yi Li, MD
Department of Cardiovascular Surgery & EBM Center, Mackay Memorial Hospital, Taipei, Taiwan
Shu Yu, PhD, RN
School of Nursing, National Yang-Ming University, Taipei, Taiwan
Yu-Hung Wu, MD
Department of Dermatology & EBM Center, Mackay Memorial Hospital, Taipei, Taiwan
Yu-Pei Fan, MHA, RN
EBM Center, Mackay Memorial Hospital, Taipei, Taiwan

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.

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 Taiwan.
To evaluate the effects of the curriculum on faculty learns' EBP knowledge, attitudes, behavior and skill.
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.
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.
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.