Pereira Filipa, Lehmann-Wellig Brigitte, Verloo Henk
School of Health Sciences, HES-SO Valais/Wallis, Chemin de l'Agasse 5, Sion, CH-1950, Switzerland.
School of Health Sciences, HES-SO Valais/Wallis, Pflanzettastrasse 6, Viège, CH-3930, Switzerland.
BMC Med Educ. 2025 Apr 14;25(1):531. doi: 10.1186/s12909-025-07121-x.
Using evidence-based practice (EBP) is one of the core skills that students should have acquired by the end of their Bachelor of Science in Nursing (BSN). However, little is known about how their beliefs about EBP and their frequency of implementation relate to multi-component educational programmes on this topic. This study aims to investigate the impact of a multi-component educational programme on nursing students' beliefs about EBP and their frequency of implementation at the School of Health Sciences, HES-SO Valais.
This quantitative, pre-post-design study compared undergraduate nursing students' beliefs about EBP and their frequency of implementation before and after completing a multi-component educational programme on EBP. The programme included integrative workshops based on the steps of EBP held during their clinical internships throughout their three-year curriculum. The study occurred between September 2017 and June 2020: the start and end of their studies. The programme's impact was measured using Melnyk et al.'s self-reported EBP Beliefs and Implementation Scales. Descriptive, comparative, correlational and regression statistics were computed to evaluate nurses' responses and scores.
Ninety-five eligible first-year undergraduate nursing students were invited to participate in this EBP study and 81 completed the pre- and post-test questionnaires. Mean EBP scores improved significantly versus baseline on both the Beliefs (49.1 vs. 53.3; p < 0.001) and Implementation (1.7 vs. 9.0; p < 0.001) scales. Cronbach alphas for the EBP Beliefs scale were 0.799 pre-test (95% CI: 0.729, 0.858) and 0.869 post-test (95% CI: 0.823, 0.907). Cronbach's alphas for the EBP Implementation scale were 0.804 pre-test (95% CI: 0.736, 0.861) and 0.939 post-test (95% CI: 0.918, 0.957). There were significant correlations between EBP Beliefs and Implementation scores (p < 0.001). Linear regression analysis showed that the programme's theory-based component contributed significantly more than clinical internships to raising EBP Beliefs and Implementation scores.
The multi-component educational programme on EBP improved undergraduate nursing students' EBP Beliefs and Implementation scores. Future research should investigate means of optimally integrating EBP into undergraduate nursing curricula and explore nursing students' intentions to implement EBP in clinical practice.
运用循证实践（EBP）是护理学理学学士（BSN）学生在学业结束时应掌握的核心技能之一。然而，对于他们对循证实践的信念以及实施频率如何与关于该主题的多组件教育项目相关，我们知之甚少。本研究旨在调查多组件教育项目对瑞士西部应用科学与艺术大学瓦莱州卫生科学学院护理专业学生对循证实践的信念及其实施频率的影响。
这项定量的前后设计研究比较了本科护理专业学生在完成关于循证实践的多组件教育项目前后对循证实践的信念及其实施频率。该项目包括在他们三年课程的临床实习期间基于循证实践步骤举办的综合研讨会。研究于2017年9月至2020年6月进行，即他们学业的开始和结束阶段。使用梅尔尼克等人的自我报告的循证实践信念和实施量表来衡量该项目的影响。计算描述性、比较性、相关性和回归统计数据以评估护士的回答和分数。
95名符合条件的本科一年级护理专业学生被邀请参加这项循证实践研究，81名学生完成了前后测试问卷。在信念量表（49.1对53.3；p < 0.001）和实施量表（1.7对9.0；p < 0.001）上，与基线相比，循证实践平均得分均显著提高。循证实践信念量表的克朗巴哈α系数在测试前为0.799（95%置信区间：0.729，0.858），测试后为0.869（95%置信区间：0.823，0.907）。循证实践实施量表的克朗巴哈α系数在测试前为0.804（95%置信区间：0.736，0.861），测试后为0.939（95%置信区间：0.918，0.957）。循证实践信念和实施得分之间存在显著相关性（p < 0.001）。线性回归分析表明，该项目基于理论的部分在提高循证实践信念和实施得分方面比临床实习的贡献显著更大。
关于循证实践的多组件教育项目提高了本科护理专业学生的循证实践信念和实施得分。未来的研究应调查将循证实践最佳地融入本科护理课程的方法，并探索护理专业学生在临床实践中实施循证实践的意图。
