Skela-Savič Brigita, Gotlib Joanna, Panczyk Mariusz, Patelarou Athina E, Bole Urban, Ramos-Morcillo Antonio Jesús, Finotto Stefano, Mecugni Daniela, Jarosova Darja, Patelarou Evridiki, Dolezel Jakub, Ruzafa-Martínez Maria
Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland.
Nurse Educ Today. 2020 Nov;94:104561. doi: 10.1016/j.nedt.2020.104561. Epub 2020 Aug 27.
Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice.
To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries.
A descriptive study design was employed.
The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme.
Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5).
Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding.
Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession.
Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
护理教育中循证实践（EBP）的教学在护理教育工作者和大学之间存在差异。护士知识和技能的缺乏是实践中循证实践应用有限的常见障碍之一。
描述六个欧洲国家护理学士、硕士和博士项目中循证实践课程的开设情况、特点和内容。
采用描述性研究设计。
该研究作为循证实践电子工具包项目的一部分实施，是六个欧洲国家的六所高等教育机构在伊拉斯谟+计划框架内的战略合作伙伴关系。
采用普查抽样（N = 225）。共有162名（72%）教员回复，来自以下国家：西班牙（79名）、意大利（44名）、捷克共和国（15名）、波兰（12名）、希腊（7名）和斯洛文尼亚（5名）。
通过共识发展小组开发了三种结构化工具。研究于2018年12月至2019年3月进行。对于课程名称，使用手动叙述性模板分析和开放式描述性编码。
“护理或医疗保健中的循证实践”课程纳入了45个（29.2%）学士项目，大多为180欧洲学分转换系统（ECTS）学分，30个（28%）硕士项目，以及6个（40%）博士项目。在学士项目中，平均花费134小时教授循证实践步骤，硕士项目为127小时，博士项目为52小时。循证实践课程有不同重点：循证实践中的明确主题、研究知识的培养、基于证据的临床工作必要性的认识以及对专业需求的理解。
循证实践教学尚未充分融入护理课程。为了更有效地融入，必须在高等教育的所有三个阶段制定教学方法和内容标准化指南。还需要对护理课程硕士和博士阶段教学的实施进行进一步研究。
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