Pashaeypoor Shahzad, Ashktorab Tahereh, Rassouli Maryam, Alavi Majd Hamid
Department of Health, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Nursing, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2017 Oct;5(4):203-209.
Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Rogers' Diffusion of Innovation Model.
This qualitative study was carried out using a directed content analysis method and purposeful sampling. Data were collected until saturation by fourteen semi-structured face-to-face individual interviews and two focus group discussions with nursing students from two nursing faculties in Tehran, Iran. Rogers' Model was used in this study.
Data were classified into five themes and 11 categories according to the Rogers's Model. Themes and main categories were knowledge (educational enrichment, new strategy for education), persuasion (internalization of education, improvement of motivation), decision (acceptance, use in the future), implementation (objectivity, consolidation of learning) and confirmation (learning and teaching, achieving a goal, self-confidence).
EBP Education, based on the teaching strategy of Rogers's Model, leads to an improved EBP learning. All the necessary steps for a better education of it are included in this educational approach which can be used to teach any new subject like EBP.
循证实践（EBP）教育对于促进临床护理至关重要，但护理学院中尚无有效的循证实践教学策略。本研究旨在根据罗杰斯创新扩散模型探讨护理专业学生在循证实践教育方面的经历。
本定性研究采用定向内容分析法和目的抽样法。通过对伊朗德黑兰两所护理学院的护理专业学生进行14次半结构化面对面个人访谈和2次焦点小组讨论，直至数据饱和。本研究采用了罗杰斯模型。
根据罗杰斯模型，数据分为五个主题和11个类别。主题和主要类别包括知识（教育充实、新教育策略）、说服（教育内化、动机提升）、决策（接受、未来使用）、实施（客观性、学习巩固）和确认（学习与教学、实现目标、自信）。
基于罗杰斯模型教学策略的循证实践教育可提高循证实践学习效果。这种教育方法包含了更好地开展循证实践教育所需的所有必要步骤，可用于教授循证实践等任何新学科。
