Alkhaledi Norah G, Alabdalhai Sarah A, Awaji Nasima Y, Baker Omar G, Alyasin Ali M, Al Hnaidi Bushra J, Alayed Abdulrahman S, Ashour Yasir O
Nursing, Umm Al-Qura University, Makkah, SAU.
Nursing, King Saud University, Riyadh, SAU.
Cureus. 2024 Jun 17;16(6):e62549. doi: 10.7759/cureus.62549. eCollection 2024 Jun.
Exploring and implementing competency-based education approaches to assess research skills are necessary to close the gap between research and practice, promote lifelong learning among future nurses, and improve research literacy. This study aims to assess the effectiveness of competency-based education in improving the assessment of research skills among nursing students. A systematic review and meta-analysis of the literature was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Population, Intervention, Comparison, Outcomes and Study (PICOS) eligibility criteria were used to select original studies published between 2017 and 2023. As a first step in the data-handling process, titles and abstracts of all articles retrieved by the search strategy were screened for relevance, and the irrelevant articles were discarded. The screening process was conducted by two authors independently, and the final decisions were made together. A meta-analysis was performed to assess the effectiveness of competency-based education in improving the assessment of research skills among nursing students. Five quantitative studies were appraised using the Joanna Briggs Institute checklist. The effect size was 0.69 ± 0.35 (P = 0.05), which indicates a high effect on research competency among nursing students who attend courses or training in research matters, after transforming data to correlation coefficient resulting in r = 0.5. The study encourages research literacy among nursing students. Through competency-based learning, students are exposed to a variety of research methodologies, ethical issues, and scientific writing conventions. This exposure enhances their capacity to understand, assess, and apply research evidence, empowering them to become knowledgeable consumers and field contributors. While making evidence-based decisions, nurses with research competencies can actively incorporate the most recent research findings into their clinical practice. Furthermore, nurses with strong research abilities can influence health policy and practice.
探索并实施基于能力的教育方法来评估研究技能，对于弥合研究与实践之间的差距、促进未来护士的终身学习以及提高研究素养而言是必要的。本研究旨在评估基于能力的教育在提高护理专业学生研究技能评估方面的有效性。按照系统评价和荟萃分析的首选报告项目（PRISMA）指南，对文献进行了系统评价和荟萃分析。采用人群、干预措施、对照、结局和研究（PICOS）纳入标准来筛选2017年至2023年发表的原始研究。作为数据处理过程的第一步，对搜索策略检索到的所有文章的标题和摘要进行相关性筛选，剔除不相关的文章。筛选过程由两位作者独立进行，最终决定共同做出。进行荟萃分析以评估基于能力的教育在提高护理专业学生研究技能评估方面的有效性。使用乔安娜·布里格斯研究所清单对五项定量研究进行了评估。效应大小为0.69±0.35（P = 0.05），在将数据转换为相关系数（r = 0.5）后，这表明参加研究相关课程或培训的护理专业学生的研究能力受到了很大影响。该研究鼓励护理专业学生具备研究素养。通过基于能力的学习，学生接触到各种研究方法、伦理问题和科学写作规范。这种接触提高了他们理解、评估和应用研究证据的能力，使他们有能力成为知识渊博的消费者和该领域的贡献者。在做出循证决策时，具备研究能力的护士可以积极将最新的研究结果纳入临床实践。此外，具有较强研究能力的护士可以影响卫生政策和实践。
