Falahati-Marvast Fatemeh, Sabzi Amirreza, Lotfalizadeh Mehri, Farokhzadian Jamileh
Department of Health Technology Assessment, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Research Center for Health Technology Assessment and Medical Informatics, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
BMC Health Serv Res. 2025 May 6;25(1):650. doi: 10.1186/s12913-025-12818-2.
Evidence-based Practice (EBP) is essential for improving the quality of care, patient outcomes, and the cost-effectiveness of healthcare services. Curricula and innovative teaching methods, such as virtual education, should be strongly emphasized to foster nursing students' intentions to engage in the EBP process. This study investigated the effect of a virtual training program on nursing students' intentions to engage in EBP.
This interventional study included 79 nursing students in the sixth and eighth semesters of the School of Nursing who had completed courses in nursing research and nursing information technology and had started their clinical training. A virtual training program on the intentions to engage in EBP was delivered through a website in the form of one module during a week. Questionnaires on demographic information and the Persian version of Intentions to Engage in EBP Process, originally developed by Rubin and Parrish (2010), were used to collect data before the intervention and one month later. Data were collected from March to April 2023 and analyzed using SPSS (version 21). Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (independent samples t-test, paired t-test, chi-square test and analysis of covariance) were used. A significance level of ≤ 0.05 was utilized.
Prior to the intervention, an independent t-test revealed no statistically significant difference between the two groups (p = 0.15). However, post-intervention results indicated a statistically significant difference (p = 0.03), with the intervention group reporting higher intentions to engage in EBP (44.62 ± 3.67) compared to the control group (36.56 ± 3.53), demonstrating the effectiveness of the educational program. A paired t-test confirmed that the improvement within the intervention group was statistically significant (p = 0.02), whereas the change observed in the control group was not (p = 0.06).
This study demonstrated a change in undergraduate nursing students' intentions to engage in EBP following virtual training. Based on these findings, health policymakers, planners, and healthcare providers should prioritize strategies that empower and equip nursing students with EBP competencies to effectively implement EBP in their future professional practice.
循证实践（EBP）对于提高护理质量、患者治疗效果以及医疗服务的成本效益至关重要。应大力强调课程设置和创新教学方法，如虚拟教育，以培养护理专业学生参与循证实践过程的意愿。本研究调查了虚拟培训项目对护理专业学生参与循证实践意愿的影响。
本干预性研究纳入了护理学院第六和第八学期的79名护理专业学生，他们已完成护理研究和护理信息技术课程，并已开始临床实习。通过网站以一周一个模块的形式提供了一个关于参与循证实践意愿的虚拟培训项目。使用关于人口统计学信息的问卷以及最初由鲁宾和帕里什（2010年）编制的波斯语版《参与循证实践过程的意愿》问卷，在干预前和干预一个月后收集数据。数据于2023年3月至4月收集，并使用SPSS（版本21）进行分析。采用描述性统计（频率、百分比、均值和标准差）和推断性统计（独立样本t检验、配对t检验、卡方检验和协方差分析）。显著性水平设定为≤0.05。
干预前，独立t检验显示两组之间无统计学显著差异（p = 0.15）。然而，干预后的结果显示出统计学显著差异（p = 0.03），干预组参与循证实践的意愿得分（44.62 ± 3.67）高于对照组（36.56 ± 3.53），表明该教育项目有效。配对t检验证实，干预组内的改善具有统计学显著性（p = 0.02），而对照组观察到的变化则不具有统计学显著性（p = 0.06）。
本研究表明，虚拟培训后本科护理专业学生参与循证实践的意愿发生了变化。基于这些发现，卫生政策制定者、规划者和医疗服务提供者应优先考虑使护理专业学生具备循证实践能力并为其提供相关装备的策略，以便他们在未来的专业实践中有效实施循证实践。
