Continuing education and training is an effective strategy to change staff nurses’ evidence-based practice (EBP) belief and readiness.
Purpose
The study purpose was to explore outcomes of the hybrid evidence-based training on evidence-based practice belief and readiness in staff nurses. It is expected that this study will help to understand the impact of education and training on the overall belief and readiness of evidence-based nursing in order to facilitate the clinical practice.
Methods
This study adopted a quasi-experimental three-groups pretest and postest design. Two hundreds full-time nurses, employed for more than one year, were recruited from a medical hospital center in south Taiwan. According to Subjects’ exposure time on previous evidence-based training, nurses were assigned to one of the beginners, intermediate, advanced groups. The hybrid evidence-based training program was administered to three groups and lasted for eight months. Intervetion period was expected to 8 months, participants are involved in the study. Pre-and-post tests were conducted at the beginning and the end of training program to three groups. Instruments included demographic sheet, scales of Evidence-based Practice Belief and Readiness Inventory.
Results
Nurses within three groups had demonstrated significantly higher scores on EBP belief and readiness at posttest compared to pretest, and the differences reached statistical significance. Further analysis, there were no statistically significant difference between beginner groups, intermediate group for belief and readiness. Nurses in the advanced group had improved their EBP readiness at posttest.
Conclusion
The hybrid evidence-based training program was effective on improving EBP belief and readiness for the beginners, intermediate, advanced groups. Particularly, the advanced group had prominent changes on competency. The study is expected to provide a reference of training program for evidence-based practice. It suggests the hybrid evidence-based training program is an effective strategy to change staff nurses’ evidence-based practice (EBP) belief and competency.
Key words: Evidence-Based Education, Nurse, Evidence-Based Practice.
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