The Effectiveness of an Educational Intervention of Evidence-Based Nursing on Nurses' Knowledge, Attitude, and Implement Confidence

Purpose:

Although Evidence-based practice (EBP) has been recognized by the healthcare community as the gold standard for the provision of safe healthcare, its implementation can be challenging. Dealing with innumerable crucial clinical decisions, nurses require to grasp the ways to locate, critically appraise, and apply the best evidence to assure optimal care for patients. One way nurse educators can assist students encounter these challenges is to educate them in evidence-based practice. The objectives of this study were to develop EBP curricular components and explore the effectiveness of the EBP course on RN-BSN students.

Methods:

The study was approved by the appropriate ethics committees. A quasi-experimental, repeated measures design, with intervention and control groups was used. The EBN knowledge, attitude, and implement confidence were measured with a questionnaire before and after implementing the EBP course. The repeated measure ANOVA was used for analyzing the effectiveness of the EBP course.

Results:

 Participants in the intervention group had higher scores on knowledge (p< .01), attitude (p< .01), and implement confidence (p< .05) of EBP than those in the control group. 

Conclusion:

The course effectively enhanced EBP knowledge, attitude and implement confidence of RN-BSN students. This illustrates the positive effects of this EBP course. The results can be used by nursing leaders in health care organizations to educate and engage nurses in EBP initiatives and research utilization.