Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Portugal Centre for Evidence-Based Practice: A Joanna Briggs Institute Centre of Excellence, 3004-011 Coimbra, Portugal.
FMUC-Faculty of Medicine, University of Coimbra, 3000-370 Coimbra, Portugal.
Int J Environ Res Public Health. 2021 Jan 3;18(1):293. doi: 10.3390/ijerph18010293.
Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students' EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students' EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students' final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills ( = 0.002). From pre- to post-intervention, students' knowledge and skills on EBP improved in both groups (intervention group: < 0.001; control group: < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups ( = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.
循证实践（EBP）可防止不安全/低效的实践，并提高医疗保健质量，但由于研究和实践之间存在差距，其实施具有挑战性。有针对性的教育计划可以帮助未来的护士缩小这些差距。本研究旨在评估循证实践教育计划对本科护理学生循证实践知识和技能的影响。采用了整群随机对照试验。将护理学士最后一年的六门选修课程随机分配到实验组（EBP 教育计划）或对照组。在基线和干预后测量护理学生的循证实践知识和技能。还对 18 名学生的期末书面作业进行了定性分析。结果表明，干预和时间对循证实践知识和技能有统计学显著的交互作用（ = 0.002）。从干预前到干预后，两组学生的循证实践知识和技能都有所提高（实验组： < 0.001；对照组： < 0.001）。干预后，实验组和对照组之间在循证实践知识和技能方面存在统计学显著差异（ = 0.011）。与对照组相比，实验组的学生在专题报告中提出的审查问题、纳入/排除标准和方法更清晰。循证实践教育计划显示出有潜力提高未来护士的循证实践知识和技能。
