Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students

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Tytuł:: Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students
Autorzy:: Jeong Sook Kim
Mee Ock Gu
HeeKyung Chang
Temat:: Evidence-based practice
Simulation
Critical thinking
Nursing students
Special aspects of education
LC8-6691
Medicine
Źródło:: BMC Medical Education, Vol 19, Iss 1, Pp 1-10 (2019)
Wydawca:: BMC, 2019.
Rok publikacji:: 2019
Kolekcja:: LCC:Special aspects of education
LCC:Medicine
Typ dokumentu:: article
Opis pliku:: electronic resource
Język:: English
ISSN:: 1472-6920
Relacje:: http://link.springer.com/article/10.1186/s12909-019-1501-6; https://doaj.org/toc/1472-6920
DOI:: 10.1186/s12909-019-1501-6
Dostęp URL:: https://doaj.org/article/81db507391934231a1e6f70edca01b68 Link otwiera się w nowym oknie
Numer akcesji:: edsdoj.81db507391934231a1e6f70edca01b68
: Czasopismo naukowe

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Abstract Background Although Evidence-Based Practice (EBP) should be introduced early on in nursing education to develop students’ independence and self-learning ability, there are few such courses for undergraduate nursing students in Korea. This study examined the effects of the EBP education program for undergraduate nursing students (EBP-EPUNS) on nursing students’ knowledge, skills, attitudes, competencies, and future use of EBP. Methods A quasi-experimental study design with pre-test, intervention, and post-test was used. The participants were 44 nursing students (experimental: 22, control: 22). A 20-h long EBP-EPUNS consisting of 5-step EBP components was provided through 8 sessions spread across 4 weeks. Results An independent t-test and a repeated-measures ANOVA showed that the experimental group had statistically significant higher post-test scores on EBP knowledge (p

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