[Strategies for developing evidence-based practice skills across the nursing curriculumEstratégias para desenvolver competencias na prática baseada em evidencias em todo o currículo de enfermagem].

INTRODUCTION

Teaching evidence-based practice is a recognized worldwide strategy for improving health care quality. Objective: To identify the level of evidence-based practice competencies of nursing students according to the characteristics of the curriculum followed in a Colombian university.

MATERIALS AND METHODS

Cross-sectional study measuring nursing students in three periods (N=125): Curriculum-1 without research training (n=24); Curriculum-2 with research training (n=55); Curriculum-3 with evidence-based practice training (n=46). The primary outcome was evidence-based practice competencies measured by attitude, knowledge, and skills.

RESULTS

The global competence score was 4.08 (interquartile range = 3.84-4.32), and no statistically significant differences were observed between the scores obtained by students in the three curricula. However, knowledge competencies for evidence-based practice were significantly higher in the Curriculum 3 group.

DISCUSSION

Some authors have described the relationship between the timing of curricular transformations and the development of progressive competencies as a staggered process whose results are reflected in at least one complete curricular cycle after its implementation.

CONCLUSIONS

The curricular adjustments made at this institution have improved the perception of knowledge in evidence-based practice among nursing students; however, it is necessary to continue working on effective pedagogical strategies that enhance the skills for its implementation. This information provides guidance for curriculum planning.