Undergraduate Research Knowledge and Evidence-Based Practice Competency: Measurement and Impact

Purpose: Evidence-based practice (EBP), research fluency, and EBP competency are not prominent in NCLEX-RN® licensure testing, consequently these important professional skills are frequently under-valued by nursing students and many nursing faculty. Baccalaureate nursing research courses may not provide students with the knowledge and skills needed to meet competencies proposed for practicing nurses. Nursing courses generally measure success by student accomplishment of course outcomes as reflected in final course grades. Pre- and post- course measurement may offer another method of evaluating attainment of nursing research knowledge and EBP competencies at the undergraduate level. The purpose of this study was to develop a measure of research competency appropriate at the BSN level and to explore the impact of course design on competency scores.

Methods: A nursing research competency self-assessment was developed based on current literature and was composed of 44 questions: 16 multiple choice questions, 2 true false questions, and 15 matching statements. The students’ scores reflected the percent correct on these questions. Additionally the assessment included 10 competency statements for which the student selected from the following options: “Yes, I am competent”, “I have beginning competency”, or “No, I am not competent.”  The first option was scored as correct in the total competency scores. The assessment was reviewed by content experts to evaluate validity; it was determined to have face validity compared to the published BSN competencies for EBP. The competency self-assessment was administered to senior level BSN students enrolled in a nursing research course. Pre- and post-course research competency assessments (n= 393 and 380 respectively) were collected over a three year period representing three cohorts of students. Course delivery types varied by cohort and included both hybrid and face-to-face designs.  

Results:  A large majority (84%) of students showed improvement in research competencies at the post-course assessment. Content questions related to research design, independent and dependent variables, and human subject protection demonstrated the most improvement. All of the 10 competency statements demonstrated improvement across cohorts. Student evaluations of the 3 course delivery designs were very similar (mean = 3.3, 3.1, 3.0 on a 4 point scale). Differences in course design and the impact on competency scores will be discussed.

Conclusions: Published EBP competencies for baccalaureate prepared nurses may provide a way to consistently evaluate undergraduate nursing research courses and provide a method for comparing course designs and delivery methods. While passing scores in academic courses are historical and acceptable measures of success, comparison with competencies expected in the workforce may provide nursing educators with an additional measure of success and allow graduates to quickly contribute to the advance of EBP within nursing.