School of Nursing, James Madison University, Harrisonburg, VA, USA.
Interim Director of Research & Education Services, Libraries & Educational Technologies, James Madison University, Harrisonburg, VA, USA.
Worldviews Evid Based Nurs. 2019 Apr;16(2):161-168. doi: 10.1111/wvn.12357.
Evidence-based practice (EBP) is a core pillar of nursing education and an expectation in clinical practice. Students struggle to conceptualize the use of EBP into actual clinical practice despite the development of EBP competencies.
This study explored perceptions of EBP education and competence in baccalaureate students using Melnyk's (Worldviews on Evidence-Based Nursing, 11, 2014 and 5) EBP competencies for practicing registered nurses as a basis for comparison.
The researchers used a sequential, mixed-methods design. A survey was developed to assess information sources and patterns of use, and semistructured interviews explored factors affecting students' understanding of EBP and information-seeking behaviors in the clinical setting.
There were 118 participants in the survey and 12 in follow-up interviews. A major theme was that participants had difficulties distinguishing between EBP and research. Students were able to identify experiences that fostered attainment of basic EBP competencies, such as searching for evidence, but were less able to describe higher-order activities such as integrating evidence to plan EBP changes or disseminating best practices.
Clinical learning environments are an ideal place to apply and see EBP in action, but nurse educators cannot assume students arrive ready to apply EBP knowledge and skills to clinical practice. Nurse educators need evidence-based tools to assess student EBP competence across a variety of settings. Research examining the generalizability of the EBP competencies in varying curricular models as well as didactic and clinical settings is needed.
循证实践（EBP）是护理教育的核心支柱，也是临床实践的期望。尽管已经开发了 EBP 能力，但学生在将 EBP 应用于实际临床实践方面仍存在困难。
本研究使用 Melnyk（《循证护理的世界观》，11，2014 年和 5）为注册护士执业制定的 EBP 能力来比较本科学生对 EBP 教育和能力的看法。
研究人员采用了顺序、混合方法设计。一项调查旨在评估信息来源和使用模式，半结构化访谈探讨了影响学生对 EBP 的理解和在临床环境中信息搜索行为的因素。
调查有 118 名参与者，后续访谈有 12 名参与者。一个主要主题是参与者难以区分 EBP 和研究。学生能够识别促进基本 EBP 能力发展的经验，例如搜索证据，但较难描述更高阶的活动，例如整合证据以计划 EBP 变更或传播最佳实践。
临床学习环境是应用和观察 EBP 实践的理想场所，但护理教育者不能假设学生已经准备好将 EBP 知识和技能应用于临床实践。护理教育者需要基于证据的工具来评估学生在各种环境中的 EBP 能力。需要研究在不同课程模式以及理论和临床环境中 EBP 能力的普遍性。
