Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
HUS Joint Resources, Research and Education, Helsinki University Hospital, Helsinki, Finland.
Worldviews Evid Based Nurs. 2021 Feb;18(1):23-32. doi: 10.1111/wvn.12485. Epub 2021 Jan 25.
Emergency care clinicians are expected to use the latest research evidence in practice. However, emergency nurses do not always consistently implement evidence-based practice (EBP). An educational intervention on EBP was implemented to promote emergency nurses' use of EBP, and the effectiveness of it was evaluated.
This study aimed to evaluate the effectiveness of an EBP educational intervention on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The study also examined learners' satisfaction with the EBP educational intervention.
A randomized controlled trial with parallel groups with evaluations before the education, immediately after it, and 6 and 12 months after the education was conducted at four emergency departments in two university hospitals. The experimental group (N = 40) received EBP education while the control group (N = 40) completed self-directed EBP education. The primary outcomes were emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior, while the secondary outcome was satisfaction with the EBP education.
Thirty-five participants of an experimental and 29 participants of a control group completed the study. There were no statistically significant (p < .05) improvements and differences between groups in EBP attitude, self-efficacy, or behavior immediately after the EBP education. At the 6-month measurement point, the experimental group showed significantly better EBP attitudes, behavior, knowledge, and self-efficacy than the control group. At the 12-month measurement point, the improvements began to decrease. The groups also differed significantly in terms of participant satisfaction with how the teacher encouraged learners to ask clinical questions.
The EBP educational intervention implemented in this study had a positive effect on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The effects of the education appeared the best 6 months after the education. After this point, the results began to decrease and approached baseline levels. EBP educational interventions designed for emergency nurses should apply various teaching strategies to improve their EBP attitude, knowledge, self-efficacy, skills, behavior, and satisfaction with the education.
急诊护理人员应在实践中使用最新的研究证据。然而，急诊护士并不总是始终如一地实施基于证据的实践（EBP）。实施了一项关于 EBP 的教育干预措施，以促进急诊护士使用 EBP，并评估其效果。
本研究旨在评估 EBP 教育干预对急诊护士 EBP 态度、知识、自我效能、技能和行为的有效性。该研究还检查了学习者对 EBP 教育干预的满意度。
在两所大学医院的四个急诊部门进行了一项具有平行组的随机对照试验，在教育前、教育后即刻、教育后 6 个月和 12 个月进行评估。实验组（N=40）接受 EBP 教育，对照组（N=40）接受自我指导的 EBP 教育。主要结果是急诊护士的 EBP 态度、知识、自我效能、技能和行为，次要结果是对 EBP 教育的满意度。
实验组有 35 名参与者和对照组有 29 名参与者完成了研究。EBP 教育后，两组在 EBP 态度、自我效能或行为方面均无统计学意义（p<0.05）的改善和差异。在 6 个月的测量点，实验组的 EBP 态度、行为、知识和自我效能明显优于对照组。在 12 个月的测量点，改善开始下降。两组在教师鼓励学习者提出临床问题方面也存在显著差异。
本研究中实施的 EBP 教育干预对急诊护士的 EBP 态度、知识、自我效能、技能和行为产生了积极影响。教育的效果在教育后 6 个月最佳。在此之后，结果开始下降并接近基线水平。为急诊护士设计的 EBP 教育干预应采用各种教学策略，以提高他们的 EBP 态度、知识、自我效能、技能、行为和对教育的满意度。
