Mena-Tudela Desirée, González-Chordá Víctor Manuel, Cervera-Gasch Agueda, Maciá-Soler María Loreto, Orts-Cortés María Isabel
PhD, Assitant Professor, Facultad de Ciencias de la Salud, Universitat Jaume I, Castellón de la Plana, Comunidad Valenciana, Spain.
PhD, Professor, Facultad Ciencias de la Salud, Universidad de Alicante, San Vicente del Raspeig, Alicante, Spain.
Rev Lat Am Enfermagem. 2018 Aug 9;26:e3026. doi: 10.1590/1518-8345.2502.3026.
to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students.
a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance.
the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137).
this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.
评估一项教育干预措施对二年级护理专业学生循证实践的知识、技能和态度的有效性。
一项前后对照的准实验研究。研究对象为120名选修“医疗保健过程中的护理”课程的学生。教育干预基于关于循证实践过程的理论和实践课程，以及临床实习期间关键事件技术的应用。使用重复测量方差分析，通过《循证实践能力问卷》的三项配对测量来衡量有效性。
《循证实践能力问卷》的平均得分在基础测量时为79.83（95%置信区间78.63 - 81.03），中期测量时为84.53（95%置信区间83.23 - 85.83），最终测量时为84.91（95%置信区间83.26 - 86.55），三项配对测量之间存在统计学显著差异（p<0.001）。态度方面（p = 0.034）和知识方面（p <0.001）存在统计学显著差异，但技能方面（p = 0.137）无显著差异。
这项基于关于循证实践过程的理论和实践课程以及临床实习期间关键事件技术应用的教育干预措施，提高了二年级护理专业学生的循证实践能力。
