Department of Nursing, Nambu University, 23 Cheomdanjungang-ro, Gwangsan-gu, Gwangju 62271, Republic of Korea.
College of Nursing, Chonnam National University, 160 Baekseo-ro, Dong-gu, Gwangju 61469, Republic of Korea.
Nurse Educ Today. 2021 Oct;105:105021. doi: 10.1016/j.nedt.2021.105021. Epub 2021 Jun 19.
Evidence-based practice (EBP) competence is essential for healthcare professionals. Before undergraduate nursing students become research producers, they should first be competent research consumers.
To assess the level of students' readiness for EBP and explore their learning experiences after a modified research methodology course integrated with an EBP model.
A mixed-method study using a one-group posttest-only design was utilized.
Participants were 146 third-year students of a nursing school in South Korea.
A 15-week research methodology course was modified based on the Star Model of Knowledge Transformation. The course consisted of lectures, group discussions, group reports, and student presentations. EBP readiness was measured using a Korean version of the EBP Readiness Inventory, and the students' reflective logs were analyzed.
Most students reported that EBP education was necessary. The average scores of students' EBP self-efficacy and knowledge were 4.36 out of 6 and 7.65 out of 15, respectively. Of the students, 73% rated their own EBP knowledge at a beginner level. Analysis of the reflective logs revealed that students regarded evidence appraisal as the most critical content (26.3%), additional learning was necessary (21.1%), and evidence-based practice was perceived as difficult (49.4%).
Through the integrated research methodology course, nursing students gained EBP self-efficacy while recognizing its importance. However, acquiring sufficient knowledge in a single course was difficult, and the students remarked on the difficulty of the course. Therefore, integrating EBP concepts and applications in core nursing courses should be considered, and various innovative learning strategies are required to improve students' knowledge and competencies.
循证实践（EBP）能力对于医疗保健专业人员至关重要。在本科护生成为研究生产者之前，他们首先应该成为有能力的研究消费者。
评估学生对 EBP 的准备程度，并探讨在将研究方法课程与 EBP 模型相结合进行修改后，他们的学习体验。
使用单组后测设计的混合方法研究。
参与者是韩国一所护理学校的 146 名三年级学生。
根据 Star 知识转化模型对为期 15 周的研究方法课程进行了修改。该课程包括讲座、小组讨论、小组报告和学生演讲。使用 EBP 准备情况调查问卷的韩语版本来衡量 EBP 准备情况，并对学生的反思日志进行分析。
大多数学生报告说 EBP 教育是必要的。学生 EBP 自我效能感和知识的平均得分为 6 分中的 4.36 分和 15 分中的 7.65 分。学生中，73%的人认为自己的 EBP 知识处于入门水平。对反思日志的分析表明，学生认为证据评估是最重要的内容（26.3%），需要额外的学习（21.1%），并且认为循证实践具有难度（49.4%）。
通过综合研究方法课程，护理学生在获得 EBP 自我效能感的同时认识到其重要性。然而，在单一课程中获得足够的知识是困难的，学生也认为课程具有难度。因此，应考虑将 EBP 概念和应用纳入核心护理课程中，并需要采用各种创新学习策略来提高学生的知识和能力。
