Hung Hsiao-Ying, Huang Yu-Fang, Tsai Jing-Jane, Chang Ying-Ju
Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan; Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
Department of Obstetrics & Gynecology, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
Nurse Educ Today. 2015 Dec;35(12):1262-7. doi: 10.1016/j.nedt.2015.05.001. Epub 2015 May 7.
Evidence-based practice (EBP) has been emphasized as the core competency of undergraduate nursing students and must be cultivated before graduation. However, there is limited information of EBP education for undergraduate nursing students in Taiwan.
The purpose of this study was to investigate the current state of EBP education for undergraduate nursing students in Taiwan.
A self-developed questionnaire, validated by experienced educators, was designed to explore curriculum design, teaching resources, qualification of teachers, and barriers regarding EBP education.
A total of 21 nursing schools and colleges participated. The chair of each recommended a faculty member involved in teaching EBP as the school's representative to fill out the questionnaire.
Among the 21 nursing schools and colleges, 18 (85.7%) had implemented EBP education in the curriculum. Among these schools, 22.2% conducted an independent EBP course, 50% incorporated EBP concepts into other courses, and the remainder offered both kinds of EBP courses. Multiple strategies were incorporated to teach the EBP. Less than 35% of the schools had designed or adopted standardized teaching materials and evaluated students' learning outcomes. Although 55.6% of the schools reimbursed faculty for participation in EBP training, 39% of their faculty members who taught EBP did not receive any EBP training. Shortage of qualified faculty and limited opportunity to involve students in evidence-based applications were reported as major obstacles to teaching EBP.
EBP education has already gained the attention of nursing schools in Taiwan. However, lack of comprehensive EBP training among teachers and the difficulty of teaching clinical application of EBP require special consideration. In order to promote EBP education in undergraduate nursing curriculums, we suggest that nursing schools reinforce and support faculty to participate in formal EBP training. Also needed is a systematic curriculum design with multiple teaching strategies and links with clinical practicum.
循证实践（EBP）已被强调为本科护理学生的核心能力，且必须在毕业前培养。然而，台湾本科护理学生的循证实践教育信息有限。
本研究旨在调查台湾本科护理学生循证实践教育的现状。
一份由经验丰富的教育工作者验证的自编问卷，旨在探索循证实践教育的课程设计、教学资源、教师资质及障碍。
共有21所护理院校参与。每所院校的院长推荐一名参与循证实践教学的教员作为学校代表填写问卷。
在21所护理院校中，18所（85.7%）在课程中实施了循证实践教育。在这些院校中，22.2%开设了独立的循证实践课程，50%将循证实践概念融入其他课程，其余院校则同时提供这两种循证实践课程。采用了多种策略来教授循证实践。不到35%的院校设计或采用了标准化教材并评估学生的学习成果。尽管55.6%的院校为教员参加循证实践培训提供报销，但39%讲授循证实践的教员未接受过任何循证实践培训。据报告，合格教员短缺以及学生参与循证应用的机会有限是循证实践教学的主要障碍。
循证实践教育已引起台湾护理院校的关注。然而，教师缺乏全面的循证实践培训以及循证实践临床应用教学的困难需要特别考虑。为了促进本科护理课程中的循证实践教育，我们建议护理院校加强并支持教员参加正规的循证实践培训。还需要进行系统的课程设计，采用多种教学策略并与临床实习相联系。
