Loma Linda University School of Nursing, Loma Linda, CA, USA.
Indiana University School of Nursing, Bloomington, IN, USA.
Worldviews Evid Based Nurs. 2018 Dec;15(6):440-446. doi: 10.1111/wvn.12327. Epub 2018 Oct 15.
Government and professional organizations have issued a call for evidence-based practice (EBP), prompting the development of competencies and expectations for knowledge, skills, and attitudes. However, EBP is still inconsistently implemented. To advance the science of nursing globally, educators and leaders need to use consistent, rigorous evaluation methods to assess the EBP knowledge of students and clinicians.
This study sought to translate the Evidence-based Practice Knowledge Assessment in Nursing (EKAN) instrument into Spanish, evaluate the psychometric performance of the newly translated instrument, and establish a baseline measure of EBP knowledge of baccalaureate nursing (BSN) students for future program improvement.
This study utilized a cross-sectional, descriptive, correlational design. A total of 139 BSN students were recruited from a single study site in the Dominican Republic. Subjects completed the 20-item EKAN-Spanish, which was translated and back-translated to promote semantic accuracy.
Infit and outfit statistics for the sample centered around 1.0 (weighted mean square = 0.978; unweighted mean square = 0.988), indicating strong evidence of validity. The individual items on the EKAN-Spanish showed item reliability of 0.94. The mean EBP knowledge score was 6.52 (SD = 2.03) with scores ranging from 2 to 12 points (20 points maximum). Differential item functioning (DIF) analysis supported translational accuracy.
This study provides validation support for an objective assessment of EBP knowledge in the Spanish language and will be useful for future studies of EBP in over 21 Spanish-speaking countries.
While EBP is a global nursing concept, there has been no instrument to objectively measure EBP knowledge across levels of education in academe and practice in Spanish-speaking countries until just recently. The availability of a validated instrument will promote global consistency in assessing EBP knowledge. Further, this will promote a collaborative approach in teaching EBP to nursing students and practicing nurses.
政府和专业组织呼吁采用循证实践（EBP），这促使人们对知识、技能和态度方面的能力和期望进行了研究。然而，EBP 的实施仍不一致。为了在全球范围内推进护理科学，教育工作者和领导者需要使用一致、严格的评估方法来评估学生和临床医生的 EBP 知识。
本研究旨在将循证实践知识评估在护理中的工具（EKAN）翻译成西班牙语，评估新翻译工具的心理测量性能，并为未来的项目改进建立护理学士（BSN）学生 EBP 知识的基线测量。
本研究采用了横断面、描述性、相关性设计。从多米尼加共和国的一个单一研究地点招募了 139 名 BSN 学生。受试者完成了 20 项 EKAN-西班牙语，该工具经过翻译和回译以促进语义准确性。
样本的拟合和输出统计数据围绕 1.0 （加权均方= 0.978；未加权均方= 0.988），表明具有很强的有效性证据。EKAN-西班牙语的各个项目的项目可靠性为 0.94。EBP 知识得分的平均值为 6.52（SD= 2.03），得分范围为 2 至 12 分（满分 20 分）。差异项目功能（DIF）分析支持翻译的准确性。
本研究为西班牙语中 EBP 知识的客观评估提供了验证支持，并且将在最近才在西班牙语国家的学术和实践教育中对 EBP 进行研究。
尽管 EBP 是一个全球性的护理概念，但直到最近，在西班牙语国家的学术和实践中，还没有一种工具可以客观地衡量不同教育水平的 EBP 知识。可验证工具的可用性将促进 EBP 知识评估的全球一致性。此外，这将促进对护理学生和执业护士进行 EBP 教学的协作方法。
