Validation study and setting norms of the evidence based practice competence questionnaire for nursing students: A cross-sectional study in Poland. (May 2020)

• Record Type: Journal Article
• Authors: Panczyk, Mariusz; Iwanow, Lucyna; Gaworska-Krzemińska, Aleksandra; Grochans, Elżbieta; Kózka, Maria; Kulik, Halina; Lewko, Jolanta; Marcysiak, Małgorzata; Młynarska, Katarzyna; Nowak-Starz, Grażyna; Uchmanowicz, Izabella; Ramos-Morcillo, Antonio Jesús; Ruzafa-Martínez, María; Gotlib, Joanna
• Is Part Of: Nurse education today. Volume 88(2020)
• Publication Date: 2020-05
• Subjects: Evidence-based practice -- Questionnaire -- Validation -- Competence -- Students; 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.2020.104383
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: Achieving high quality care through full use of potential stemming from the use of the principles of evidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an early stage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in future professional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims to present the adaptation of the psychometric test and setting norms to the Polish version of the Evidence Based Practice Competence Questionnaire (EBP-COQ_P). Methods: Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636 nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity. Settings norms for the Polish nurse population were also done. Results: Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which define competences related to EBP: attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire questionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with external construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of the respondents in terms of their expertise in EBP (known-groups validity). Conclusions: In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_P may be used in educational practice (graduate and postgraduate education). Polish norms set for a representative group of nursing students may serve as a benchmark for the results obtained from individual and group measurements. Highlights: Currently, in Poland both undergraduate and postgraduate nursing studies curricula take into account training EBP competencies. There is a shortage of tools, enabling the evaluation of effectiveness of education of EBP competences among students of nursing. EBP-COQ_P proves good sensitivity to the effect of training in EBP, features internal consistency in its three subscales.