EBP Educational Programme in Nursing Students' EBP Beliefs and Knowledge, and the Extent of Their EBP Implementation
NCT ID: NCT03411668
Last Updated: 2019-01-23
Study Results
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Basic Information
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COMPLETED
NA
149 participants
INTERVENTIONAL
2018-02-14
2018-06-22
Brief Summary
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Detailed Description
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It has been recognizing that the adoption, implementation and sustainment of EBP in healthcare organizations are very important to promotes high-value health care, improves the patient experience and health outcomes, and reduces health care costs.
In consequence, several organizations acclaim EBP implementation, because this implementation improves the quality of care; reduces the uncertainty, risk and variability; and becomes the decision-making more simplified. Moreover, Dawes et al at the "Sicily statement on evidence-based practice" highlighted that "all health care professionals need to understand the principles of EBP, recognize EBP in action, implement evidence-based policies, and have a critical attitude to their own practice and to evidence".
Nevertheless, nowadays EBP is not the standard of care in the world and some studies recognized education as a strategy to promotes the adoption, implementation and sustainment of EBP.
In fact, the Committee on the Health Professions Education Summit in 2003 recommended the development of competencies regarding the EBP use in all health professional educational programs. Therefore, it is important that undergraduate nursing curricula are based on EBP principles to educate the future nurses to use EBP into clinical practice. This will, consequently, improve health outcomes, with a positive impact in patients' safety, costs and health systems. Regardless of the above recommendation, the nursing curricula still provide contents related to traditional nursing research and do not integrate the EBP content and process.
Therefore, this randomized control trial aims to evaluate the effectiveness of an educational EBP programme in undergraduate nursing students' EBP beliefs and knowledge, and the extent of their EBP implementation. This study will have two arms: experimental group (EBP educational program) and control group (no intervention - education as usual) and it will have the following methodology:
* Sample: For sample size calculation it was used the software G\*Power 3.1.9.2. Power analysis was based on a type I error of 0.05; power of 0.80; effect size f=0.25; and ANOVA: repeated measures between factors determined a total sample size of 92. In a Portuguese nursing school, six optional courses of the 8th semester of the nursing graduation were randomly assigned to experimental (EBP educational programme) or control group (no intervention - education as usual). An independent researcher performed this assignment using random.org.
* Intervention: The EBP educational programme will be implemented over 17 weeks (12 hours of lessons - expositive method and practice method and 3 sessions of mentorship to small groups of students - 2/3 students - with the duration of 2 hours each).
* Assessment: All participants will be assessed before (week 0) and after the intervention (week 18) by a blind assessor using the validated instruments to assess undergraduate nursing students' EBP beliefs, the extent of their EBP implementation and their knowledge in EBP.
* Data analysis: The data will be analyzed using Statistical Package for the Social Sciences (SPSS) to conduct a descriptive and inferential analysis. To minimize the noncompliance impact, the intention to treat analysis - Last observation carried forward will be used.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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EBP Educational Programme
The educational EBP programme will include 12 hours of classroom lessons regarding EBP more 6 hours of mentorship made to a small groups of students (2 or 3 students per group).
EBP Educational Programme
The educational EBP programme will include 12 hours of classroom lessons regarding EBP more 6 hours of mentorship made to a small groups of students (2 or 3 students per group).
Usual Educational Programme
Without intervention. The participants in this group will be maintain usual educational programme.
No interventions assigned to this group
Interventions
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EBP Educational Programme
The educational EBP programme will include 12 hours of classroom lessons regarding EBP more 6 hours of mentorship made to a small groups of students (2 or 3 students per group).
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
18 Years
65 Years
ALL
No
Sponsors
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University of Coimbra
OTHER
Escola Superior de Enfermagem de Coimbra
OTHER
Responsible Party
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Daniela Cardoso
Researcher Grant Holder
Principal Investigators
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Daniela Cardoso, RN
Role: PRINCIPAL_INVESTIGATOR
UICISA: E, ESEnfC/Faculty of Medicine, University of Coimbra
Locations
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ESEnfC
Coimbra, , Portugal
Countries
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References
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Apostolo J, Cardoso D, Rodrigues MA. It takes three to tango: embracing EBP. JBI Database System Rev Implement Rep. 2016 Apr;14(4):1-2. doi: 10.11124/JBISRIR-2016-2889. No abstract available.
Asokan GV. Evidence-based practice curriculum in allied health professions for teaching-research-practice nexus. J Evid Based Med. 2012 Nov;5(4):226-31. doi: 10.1111/jebm.12000.
Black AT, Balneaves LG, Garossino C, Puyat JH, Qian H. Promoting evidence-based practice through a research training program for point-of-care clinicians. J Nurs Adm. 2015 Jan;45(1):14-20. doi: 10.1097/NNA.0000000000000151.
Institute of Medicine (US) Committee on the Health Professions Education Summit; Greiner AC, Knebel E, editors. Health Professions Education: A Bridge to Quality. Washington (DC): National Academies Press (US); 2003. Available from http://www.ncbi.nlm.nih.gov/books/NBK221528/
Dawes M, Summerskill W, Glasziou P, Cartabellotta A, Martin J, Hopayian K, Porzsolt F, Burls A, Osborne J; Second International Conference of Evidence-Based Health Care Teachers and Developers. Sicily statement on evidence-based practice. BMC Med Educ. 2005 Jan 5;5(1):1. doi: 10.1186/1472-6920-5-1.
Mazurek Melnyk B, Newhouse R. Evidence-based practice versus evidence-informed practice: a debate that could stall forward momentum in improving healthcare quality, safety, patient outcomes, and costs. Worldviews Evid Based Nurs. 2014 Dec;11(6):347-9. doi: 10.1111/wvn.12070. Epub 2014 Nov 13. No abstract available.
Melnyk BM, Fineout-Overholt E, Mays MZ. The evidence-based practice beliefs and implementation scales: psychometric properties of two new instruments. Worldviews Evid Based Nurs. 2008;5(4):208-16. doi: 10.1111/j.1741-6787.2008.00126.x.
Melnyk BM, Fineout-Overholt E, Gallagher-Ford L, Kaplan L. The state of evidence-based practice in US nurses: critical implications for nurse leaders and educators. J Nurs Adm. 2012 Sep;42(9):410-7. doi: 10.1097/NNA.0b013e3182664e0a.
Melnyk BM, Gallagher-Ford L, Long LE, Fineout-Overholt E. The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews Evid Based Nurs. 2014 Feb;11(1):5-15. doi: 10.1111/wvn.12021. Epub 2014 Jan 21.
Oh EG, Kim S, Kim SS, Kim S, Cho EY, Yoo JS, Kim HS, Lee JH, You MA, Lee H. Integrating evidence-based practice into RN-to-BSN clinical nursing education. J Nurs Educ. 2010 Jul;49(7):387-92. doi: 10.3928/01484834-20100331-02. Epub 2010 Mar 31.
Ramos KD, Schafer S, Tracz SM. Validation of the Fresno test of competence in evidence based medicine. BMJ. 2003 Feb 8;326(7384):319-21. doi: 10.1136/bmj.326.7384.319.
Directorate-General of Health, Ministry of Health. (2012). National Health Plan 2012-2016. Lisbon, Portugal: author. Retrieved from http://pns.dgs.pt/pns-versao-completa/
International Council of Nurses. (2012). Closing the Gap: from Evidence to Action. Geneva: author. ISBN: 978-92-95094-75-8
Ordem dos Enfermeiros. (2006). Tomada de Posição sobre Investigação em Enfermagem. Lisboa: author. Retrieved from http://www.ordemenfermeiros.pt/tomadasposicao/Documents/TomadaPosicao_26Abr2006.pdf
Mohsen, M. M., Safaan, N. A., & Okby, O. M. (2016). Nurses' Perceptions and Barriers for Adoption of Evidence Based Practice in Primary Care: Bridging the Gap. American Journal of Nursing Research, 4(2), 25-33.
Pearson A, Wiechula R, Court A, Lockwood C. The JBI model of evidence-based healthcare. Int J Evid Based Healthc. 2005 Sep;3(8):207-15. doi: 10.1111/j.1479-6988.2005.00026.x.
Other Identifiers
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EBP_Educ_Nurs
Identifier Type: -
Identifier Source: org_study_id
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