Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students. (June 2017)

• Record Type: Journal Article
• Authors: Rojjanasrirat, Wilaiporn; Rice, Jan
• Is Part Of: Nurse education today. Volume 53(2017)
• Page Start: 48
• Page End: 53
• Publication Date: 2017-06
• Subjects: Evidence-based practice -- Online graduate nursing students -- Knowledge -- Attitudes; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2017.04.005
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Objectives: This study aimed to evaluate changes in evidence-based practice (EBP) knowledge, attitudes, and practice of nursing students before and after completing an online, graduate level, introductory research/EBP course. Design: A prospective one-group pretest-posttest design. Settings: A private university in the Midwestern, USA. Participants: Sixty-three online nurse practitioner students in Master's program. Methods: A convenient sample of online graduate nursing students who enrolled in the research/EBP course was invited to participate in the study. Study outcomes were measured using the Evidence-Based Practice Questionnaire (EBPQ) before and after completing the course. Descriptive statistics and paired-Samples t -test was used to assess the mean differences between pre-and post-test scores. Results: Overall, students' post-test EBP scores were significantly improved over pre-test scores, t(63) = − 9.034, p < 0.001). Statistically significant differences were found for practice of EBP mean scores t(63) = − 12.78, p = 0.001). No significant differences were found between pre and post-tests on knowledge and attitudes toward EBP scores. Most frequently cited barriers to EBP were lack of understanding of statistics, interpretation of findings, lack of time, and lack of library resources. Highlights: Effectiveness of using instructional strategies to improve EBP competency in online graduate nursing students is unclear. Online graduate students' EBP knowledge, attitudes, and practice were evaluated in this study. A significant improvement in students' practice of EBP was noted. Student engagement in various learning activities may help hone EBP skills.