Zelenikova Renata, Beach Michael, Ren Dianxu, Wolff Emily, Sherwood Paula R
Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Czech Republic.
Department of Acute and Tertiary Care, School of Nursing, University of Pittsburgh, Pittsburgh, PA, United States.
Nurse Educ Today. 2015 Jan;35(1):265-70. doi: 10.1016/j.nedt.2014.09.010. Epub 2014 Oct 12.
There is a lack of appropriate tools for assessing the effectiveness of teaching evidence-based practice in nursing.
The objective of the study was to develop the instrument evaluating the students' perception of the effectiveness of EBP courses and to verify its psychometric properties.
A descriptive cross-sectional study design was used to verify psychometric properties of the questionnaire measuring the students' perception of the effectiveness of EBP courses.
The psychometric properties were evaluated in a group of 129 graduate nursing students who completed EBP courses.
The instrument for measuring the students' perception of the effectiveness of EBP courses was inspired by Kirkpatrick's evaluation model, which advocates evaluating interventions at four levels - reaction (satisfaction), learning, behavior change (transfer) and results (benefits). A web-based survey was used for data collection. Data was collected from the middle of January 2013 through the end of March 2013.
A thirteen item instrument was developed for measuring the students' perception of the effectiveness of EBP courses. The internal consistency of the scale, based on standardized Cronbach's alpha, was .93. The results of factor analysis identified three factors of the instrument. The highest rated items on a scale of 1 (strongly disagree) to 7 (strongly agree) were 'implementation of EBP can improve clinical care' (mean 6.16), 'EBP instructors had a thorough knowledge of EBP' (6.13), 'EBP instructors were enthusiastic about teaching EBP' (5.65), and 'I can use my EBP knowledge and skills in my practice' (5.58).
The results of testing of the psychometric properties of the questionnaire showed at least satisfactory validity and reliability. The majority of students perceived EBP courses as effective. The instrument may be used to assess the students' perception of the effectiveness of EBP courses.
缺乏评估护理循证实践教学效果的合适工具。
本研究的目的是开发评估学生对循证实践课程效果认知的工具，并验证其心理测量特性。
采用描述性横断面研究设计来验证测量学生对循证实践课程效果认知的问卷的心理测量特性。
在129名完成循证实践课程的护理学研究生群体中评估心理测量特性。
测量学生对循证实践课程效果认知的工具受柯克帕特里克评估模型启发，该模型主张在四个层面评估干预措施——反应（满意度）、学习、行为改变（迁移）和结果（效益）。采用基于网络的调查收集数据。数据收集时间为2013年1月中旬至2013年3月底。
开发了一个包含13个条目的工具来测量学生对循证实践课程效果的认知。基于标准化克朗巴哈系数，该量表的内部一致性为0.93。因子分析结果确定了该工具的三个因子。在1（强烈不同意）至7（强烈同意）的量表上得分最高的条目是“循证实践的实施可改善临床护理”（均值6.16）、“循证实践教师对循证实践有全面的了解”（6.13）、“循证实践教师热衷于教授循证实践”（5.65）以及“我能在实践中运用循证实践知识和技能”（5.58）。
问卷心理测量特性测试结果显示至少具有令人满意的效度和信度。大多数学生认为循证实践课程有效。该工具可用于评估学生对循证实践课程效果的认知。
