Sacred Heart University, College of Nursing, 4000 Park Avenue, Fairfield, CT 06825, United States..
Nurse Educ Today. 2018 May;64:5-10. doi: 10.1016/j.nedt.2018.02.003. Epub 2018 Feb 8.
Evidence-based practice (EBP) is an essential skill and ethical obligation for all practicing health professions clinicians because of its strong association with improved health outcomes. Emerging evidence suggests that faculty who prepare these clinicians lack proficiency to teach EBP.
The purpose of this study was to describe; 1) health profession faculty beliefs about and confidence in their ability to teach and implement EBP, 2) use of EBP for education, 3) organizational culture and readiness for EBP; and to determine whether relationships exist among these variables.
This study used a cross-sectional, descriptive survey design.
College of Nursing (CON) and College of Health Professions (CHP) faculty from a university located in the Northeast, United States. Faculty were defined as anyone teaching a course for the CON or CHP during the fall of 2016.
Faculty were invited to complete an electronic survey measuring EBP beliefs, EBP use, and EBP organizational culture and readiness. The survey was comprised of three tools developed specifically for health professions educators in 2010 by Fineout-Overholt & Melnyk.
Sixty-nine faculty returned usable surveys (25.5% response rate). Mean EBP beliefs score was 89.49 (SD = 10.94) indicating respondents had a firm belief in and confidence in their ability to implement and teach EBP. Mean EBP use was 32.02 (SD = 20.59) indicating that respondents taught and implemented EBP between 1 and 3 times in the last 8-weeks. Mean EBP culture and readiness score was 90.20 (SD = 15.23) indicating essential movement toward a sustainable culture of college-wide integration of EBP. Mean scores for beliefs/confidence were higher for full-time clinical faculty compared to other groups [F = 0.075, p = 0.928; ηp = 0.003)]. Adjunct faculty reported higher EBP behaviors expected by health profession educators in the last 8-weeks compared to other groups [F = 0.251, p = 0.779; ηp. =0.009)]. Adjunct faculty had the highest mean scores on OCRSIEP-E followed by full-time clinical faculty. These group differences in OCRSIEP-E were statistically significant [F = 7.92, p = 0.001; ηp = 0.244)]. OCRSIEP-E was significantly different between full-time tenure/tenure track faculty (M = 78.0, SD = 12.58) and full-time clinical faculty (M = 91.37, SD = 14.79, p = 0.027) and between full-time tenure/tenure track faculty and adjunct faculty (M = 97.19, SD = 12.39, p = 0.001).
Faculty adoption of EBP as a foundational pillar of teaching is essential. Research is needed to define the scope of the problem internationally. Organizations need to set standards for faculty teaching in the health professions to be EBP proficient. Programs preparing faculty to teach in nursing and other health professions must include educator EBP competencies.
循证实践（EBP）是所有执业健康专业临床医生的一项基本技能和道德义务，因为它与改善健康结果密切相关。新出现的证据表明，培养这些临床医生的教师缺乏教授 EBP 的能力。
本研究旨在描述：1）健康职业教师对自己教授和实施 EBP 的能力的信念和信心，2）EBP 在教育中的使用，3）组织文化和 EBP 的准备情况；并确定这些变量之间是否存在关系。
本研究采用了横断面描述性调查设计。
位于美国东北部的一所大学的护理学院（CON）和健康职业学院（CHP）的教师。教师的定义是在 2016 年秋季教授 CON 或 CHP 课程的任何人。
教师被邀请完成一项电子调查，测量 EBP 信念、EBP 使用以及 EBP 组织文化和准备情况。该调查由 Fineout-Overholt 和 Melnyk 于 2010 年专门为健康职业教育者开发的三个工具组成。
69 名教师返回了可用的调查（25.5%的回复率）。EBP 信念的平均得分为 89.49（SD=10.94），表明受访者对实施和教授 EBP 的能力有坚定的信念和信心。EBP 使用的平均得分为 32.02（SD=20.59），表明受访者在过去 8 周内教授和实施了 1-3 次 EBP。EBP 文化和准备的平均得分为 90.20（SD=15.23），表明朝着将 EBP 全面融入大学文化的可持续方向取得了重要进展。全职临床教师的信念/信心平均得分高于其他群体[F=0.075，p=0.928；ηp=0.003)]。兼职教师报告在过去 8 周内期望健康职业教育者的 EBP 行为高于其他群体[F=0.251，p=0.779；ηp=0.009)]。在 OCRSIEP-E 中，兼职教师的平均得分最高，其次是全职临床教师。OCRSIEP-E 之间的这些组间差异具有统计学意义[F=7.92，p=0.001；ηp=0.244)]。全职终身/终身教职教师（M=78.0，SD=12.58）和全职临床教师（M=91.37，SD=14.79，p=0.027）以及全职终身/终身教职教师和兼职教师（M=97.19，SD=12.39，p=0.001）之间的 OCRSIEP-E 存在显著差异。
将 EBP 作为教学的基础支柱的教师采用是必不可少的。需要进行国际范围内的研究来确定问题的范围。各组织需要为教授健康专业的教师设定 EBP 教学标准。培养教师教授护理和其他健康专业的项目必须包括教育者 EBP 能力。
