Keib Carrie N, Cailor Stephanie M, Kiersma Mary E, Chen Aleda M H
Cedarville University School of Nursing, 251 North Main Street, Cedarville, OH 45314, United States.
Cedarville University, 251 North Main Street, Cedarville, OH 45314, United States.
Nurse Educ Today. 2017 Jul;54:37-43. doi: 10.1016/j.nedt.2017.04.007. Epub 2017 Apr 18.
Nurses need a sound education in research and evidence-based practice (EBP) to provide patients with optimal care, but current teaching methods could be more effective.
To evaluate the changes in nursing students 1) perceptions of research and EBP, 2) confidence in research and EBP, and 3) interest in research participation after completing a course in research and EBP.
A pre-post assessment design was utilized to compare changes in students.
This project was conducted at a small, private liberal arts institution with Bachelor of Science (BSN) students.
Two cohorts of third-year BSN students (Year 1 N=55, Year 2 N=54) who were taking a required, semester-long Nursing Research and EBP course.
Students' perceptions of and confidence in research and EBP were assessed pre- and post-semester using the Confidence in Research and EBP survey, which contained 7 demographic items, 9 Research Perceptions items, and 19 Confidence in Research items (5-point Likert scale; 1=Not at all confident, 5=Extremely confident). Two years of data were collected and analyzed in SPSS v.24.0. Wilcoxon signed-ranks tests and Mann-Whitney-U tests were utilized to examine the data.
Students had significant improvements in perceptions of and confidence in research and EBP (p<0.05). They were more likely to agree to plan to use EBP in the future (p=0.007), yet there were no significant improvements on students' plans to perform research or plans to participate in research in the future.
A Research and EBP course is an effective way to improve student perceptions of and confidence in research and EBP, increasing the likelihood of applying these skills to future nursing practice.
护士需要接受扎实的研究和循证实践（EBP）教育，以便为患者提供最佳护理，但目前的教学方法可能更有效。
评估护理专业学生在完成一门研究与循证实践课程后，1）对研究和循证实践的认知、2）对研究和循证实践的信心，以及3）参与研究的兴趣的变化。
采用前后评估设计来比较学生的变化。
该项目在一所小型私立文理学院对护理学学士（BSN）学生开展。
两组三年级BSN学生（第一年N = 55，第二年N = 54），他们正在修读一门为期一学期的必修护理研究与循证实践课程。
使用研究与循证实践信心调查问卷在学期前后评估学生对研究和循证实践的认知及信心，该问卷包含7项人口统计学项目、9项研究认知项目和19项研究信心项目（5点李克特量表；1 = 完全没有信心，5 = 极其有信心）。收集了两年的数据并在SPSS v.24.0中进行分析。使用Wilcoxon符号秩检验和Mann-Whitney-U检验来检验数据。
学生在对研究和循证实践的认知及信心方面有显著改善（p < 0.05）。他们更有可能同意计划在未来使用循证实践（p = 0.007），然而学生未来进行研究的计划或参与研究的计划没有显著改善。
研究与循证实践课程是提高学生对研究和循证实践的认知及信心的有效方法，增加了将这些技能应用于未来护理实践的可能性。
