A Quasi-Experimental Study of the Effectiveness of Evidence-Based Practice Education Sessions on Nurses’ Knowledge and Attitude Regarding Evidence-Based Practice

Emergency care clinicians are expected to use the latest research evidence in practice. However, emergency nurses do not always consistently implement evidence-based practice (EBP). An educational intervention on EBP was implemented to promote emergency nurses' use of EBP, and the effectiveness of it was evaluated. This study aimed to evaluate the effectiveness of an EBP educational intervention on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The study also examined learners' satisfaction with the EBP educational intervention. A randomized controlled trial with parallel groups with evaluations before the education, immediately after it, and 6 and 12months after the education was conducted at four emergency departments in two university hospitals. The experimental group (N=40) received EBP education while the control group (N=40) completed self-directed EBP education. The primary outcomes were emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior, while the secondary outcome was satisfaction with the EBP education. Thirty-five participants of an experimental and 29 participants of a control group completed the study. There were no statistically significant (p<.05) improvements and differences between groups in EBP attitude, self-efficacy, or behavior immediately after the EBP education. At the 6-month measurement point, the experimental group showed significantly better EBP attitudes, behavior, knowledge, and self-efficacy than the control group. At the 12-month measurement point, the improvements began to decrease. The groups also differed significantly in terms of participant satisfaction with how the teacher encouraged learners to ask clinical questions. The EBP educational intervention implemented in this study had a positive effect on emergency nurses' EBP attitudes, knowledge, self-efficacy, skills, and behavior. The effects of the education appeared the best 6months after the education. After this point, the results began to decrease and approached baseline levels. EBP educational interventions designed for emergency nurses should apply various teaching strategies to improve their EBP attitude, knowledge, self-efficacy, skills, behavior, and satisfaction with the education.

BackgroundIn the realm of healthcare, the adoption of Evidence-Based Practice (EBP) is paramount to ensure the delivery of optimal patient care. Despite its critical significance, disparities persist in the knowledge and skills pertaining to EBP among students.ObjectivesThis study aims to assess Saudi nursing students’ perceived knowledge, attitudes, and application of EBP, alongside their perceptions of organizational culture and readiness that support EBP implementation.MethodsThe study employed a cross-sectional descriptive correlational design. A convenience sample of 183 undergraduate nursing students was selected from three governmental Saudi universities from June to August 2023. A self-reported, three-part online survey was utilized and included: a demographic questionnaire, the Student Evidence-Based Practice Questionnaire (S-EBPQ), and the short version of Organizational Culture and Readiness for School-wide Integration of Evidence-based Practice (OCRSIEP-E). Participants were recruited based on specific inclusion criteria, including senior nursing students, recent graduates, and those with research or EBP training.FindingsMost participants demonstrated satisfactory (54.6%) or high (31.7%) knowledge of EBP, while 13.7% reported poor knowledge. In EBP retrieving and reviewing, 48.1% found their skills satisfactory, 32.2% high, and 19.7% poor. For EBP sharing and application, 41% rated their skills as high, 36.1% satisfactory, and 23% poor. Attitudes toward EBP were 64.5% positive and 35.5% negative. Female students had higher knowledge (M = 4.61) than males (M = 3.90; p < 0.01) and higher EBP sharing scores (M = 4.42 vs. M = 3.90; p < 0.05). Research involvement also influenced knowledge (M = 4.54 vs. M = 4.08; p < 0.05) and EBP sharing (M = 4.43 vs. M = 3.88; p < 0.05). Students’ perceptions of organizational support varied, with mean scores of 3.49 for culture-supporting culture, 3.59 for resources availability, and 3.47 for mentorship support.ConclusionThe study reveals generally positive EBP knowledge and attitudes among nursing students but highlights significant gaps in critical skills such as retrieving, reviewing, and applying evidence, as well as inconsistencies in organizational support. Institutions can address these gaps by integrating structured EBP training, mentorship programs, research engagement opportunities, and enhanced faculty support to foster a stronger evidence-based practice culture.Clinical trial numberNot applicable.

The evidence-based practice profiles of academic and clinical staff involved in pre-registration nursing students' education: A cross sectional survey of US and UK staff

Review Objectives: The objective of this review is to find, a ssess and synthesize the evidence on EBP programs in enhancing the EBP knowledge, skills and attitudes of allied health practitioners. Review questions: What is the effectiveness of using EBP programs for allied health practitioners in improving the EBP knowledge, skills and attitudes Inclusion criteria: Types of participants: This review will include as participants allied health practitioners (physiotherapists, occupational therapists etc) who participated in any EBP educational program or part of an EBP program (formulating clinical questions, searching the literature, critical appraisal skills program etc). Types of interventions: The intervention of interest in this review is any EBP training program defined as any formal program facilitating the search and use of evidence in practice. The contents (lectures only or lectures with actual demonstrations and practice), length (hours, days, weeks) and manner of delivery (face to face, face to face with supplementary materials etc) of the program may vary in each of the studies to be included as there is no standard EBP training program. Types of Outcome: The main outcomes measured are the EBP domains of knowledge, skills, attitudes and behaviour as a result of participating in the EBP program or a component of it. Specific measures may include but not limited to the use of the adapted Fresno questionnaire (22) to assess knowledge, skills and attitudes to EBP. The adapted Fresno question has good psychometric properties and is especially fitting novice rehabilitation professionals undergoing EBP training.

Background: The evidence-based practice movement has spread globally, prompting calls for evidence-based policymaking and public health. Health care being the dynamic discipline with research, is, intended to improve practice through evidence-based novel approaches. As evidence based practice (EBP) among nurses is essential for improving the quality of care, fewer pieces of evidence are available in Nepal. This study aimed to assess the perception of evidence-based practice among nurses of a tertiary hospital in Nepal. Methods: We conducted a quantitative cross-sectional study among the 100 nurses of Bir Hospital in Kathmandu. The self-administered questionnaires were applied using the survey instrument by Upton and Upton. A purposive sampling technique was employed. We calculated the mean score to assess the nurses’ perceptions in the three sub-scales of knowledge, attitude, and use of evidence-based practice. Bivariate analysis was performed to examine the relationship between subscales. Results: The majority (89.0%) of nurses did not receive training on evidence-based practices. The mean score of knowledge on EBP was 4.47±1.11, the mean score of attitude on EBP was 4.45±1.06, and the mean score of EBP use was 4.18±1.42. EBP knowledge, attitude, and use were not significantly associated with the selected demographic variables (age, work experience, EBP training and marital status). Conclusion: Nurses’ perceptions of evidence-based practice were moderate. The implementation of EBP use needs to be strengthened among the nurses. Nurses need to be more involved in the implementation of EBP. To incorporate evidence in practice, nurses require training and support from high authorities.

BackgroundThis study aimed to identify clinical nurses’ evidence-based practice (EBP) knowledge, beliefs, organizational readiness, and EBP implementation levels, and to determine the factors that affect EBP implementation in order to successfully establish EBP. This study was conducted at a university-affiliated tertiary hospital located in a provincial area in Korea. The research design was based on Melnyk and Fineout-Overholt’s Advancing Research & Clinical Practice through Close Collaboration model as the first step.MethodsA descriptive and cross-sectional design was conducted and a convenience sample of 521 full-time registered nurses from an 849-bed tertiary hospital were included. Structured questionnaires were used to assess EBP knowledge, EBP beliefs, organizational culture & readiness and EBP implementation. Data were analyzed using SPSS V 25.0 by using descriptive and inferential statistics and hierarchical multiple regression was performed to determine the factors affecting the implementation of EBP.ResultsOur findings showed that the clinical nurses had a positive level of EBP beliefs, but the level of EBP knowledge, organizational readiness and EBP implementation were insufficient. EBP knowledge, beliefs, and organizational readiness were significantly positively correlated with EBP implementation. In the final model, EBP knowledge and organizational readiness were significant predictors of EBP implementation; the model predicted 22.2% of the variance in implementation.ConclusionsBased on these results, the main focus of the study was the importance of individual nurses' efforts in carrying out EBP, but above all efforts to create an organizational culture to prepare and support EBP at the nursing organization level. In the initial process of introducing and establishing EBP, nurse administrators will need to minimize expected barriers, enhance facilitators, and strive to build an infrastructure based on vision, policy-making, budgeting, excellent personnel and facilities within the organization.

The current study assessed preparedness among nurses about reporting adverse drug reactions in public and private hospitals. Nurses in hospitals are among health providers very close to patients and are involved in the process of administering medications especially to inpatients. A cross sectional study was conducted among nurses in public and private hospitals in Dar es Salaam city in Tanzania to compare their preparedness on reporting adverse drug reactions (ADRs). A total of 384 nurses were involved in this study, of which 50% were drawn from public hospitals and 50% from private hospitals. Majority of respondents (75.25%) in public and 84.73% in private hospitals said they have not received any training about reporting ADRs. Of the few trained nurses, 85.43% and 96.55%, in public and private hospitals, respectively, said they have been trained in a seminar only once, after they started working as nurses. Respondents in public (19.17%) and private (32.8%) hospitals reported to stock ADRS forms (Yellow cards). Less than 50% of respondents agreed to have access to reference materials such as a text books named “Good Dispensing Practice” and a “List of Registered Medicines”. Further results showed more than two third of all respondents in private (74.25%) and public (73.5%) hospitals reported that lack of training affects the process of reporting ADRs in terms of ability and tendency. In this study we found training, availability of Yellow cards and presence of a focal person are among important contributing factors to preparedness of reporting ADRs among nurses in public and private hospitals.

Development and validation of a questionnaire to assess evidence-based practice and evidence-informed practice knowledge, attitudes, understanding and behavior

Introduction: Evidence-based practice (EBP) is crucial for delivering optimal client care. Although healthcare sciences students, including occupational therapy students at the University of Pretoria, receive the same evidence-based practice training, their attitudes, knowledge, skills and practices in EBP remain mostly unknown. Determining these aspects in final-year students is important as it may impact their future practice. Methods: A non-experimental cross-sectional study was conducted using the Student Evidence-Based Practice Questionnaire. The survey was electronically distributed and completed by 50 final-year healthcare sciences students. Data analysis was performed using measures of central tendency. Results and Discussion: Participants have positive attitudes related to the implementation of evidence-based practice. However, gaps in practice remain. Students rate their evidence-based practice knowledge as “average”, which may impact their practice after graduation. Students report that they are more skilled in certain steps of EBP than others. Conclusion: The survey results can be used to strengthen evidence-based practice training for healthcare sciences students, potentially improving their ability to implement evidence-based practice after graduation. Several identified barriers to the implementation of evidence-based practice may be overcome through more purposeful training. Implications for practice Positive attitudes towards EBP do not necessarily translate into increased practice and skills in EBP. Educators should be aware of the challenges students experience with the different steps of EBP. Training of healthcare science students should be developed to include all five steps of EBP. Educating students on how to effectively use resources provided by their institutions can improve the evidence they find and apply.

To develop a clinical scenario-based educational program incorporating five evidence-based practice (EBP) steps and evaluate its effects on EBP knowledge and skills and EBP implementation among hospital nurses. This study employed a randomized controlled trial design. Eighty-seven registered nurses were recruited from 22 hospitals across Japan and randomly assigned to either the Intervention group (n = 44) or the Control group (n = 43). The Intervention group received a clinical scenario-based education program incorporating the five EBP steps, utilizing the Prevention of Delirium in Elderly Hospitalized Patients scenario. EBP knowledge and skills and EBP implementation were measured at baseline (T1), immediately post-intervention (T2), and 2 months later (T3). Linear mixed models were used to assess the between-group differences in EBP knowledge and skills, as well as EBP implementation. No significant differences were found between groups at T1 in EBP knowledge and skills (25.4 [22.6-28.1] vs. 27.9 [25.0-30.7], p = .219) and implementation scores (14.8 [12.7-16.9] vs. 15.0 [12.8-17.3], p = .882). At T2 and T3, the Intervention group had significantly higher knowledge and skills (T2: 33.8 [31.4-36.3] vs. 27.6 [25.1-30.2], p = .001; T3: 36.8 [34.3-39.3] vs. 27.2 [24.7-29.7], p < .001) and higher implementation scores at T3 (21.5 [19.5-23.5] vs. 14.5 [12.5-16.5], p < .001). A clinical scenario-based educational program incorporating the five steps of EBP effectively enhanced EBP knowledge and skills as well as promoted EBP implementation among hospital nurses. Trial registration number UMIN000053457 (1/27/2024).

Critical reflection upon nursing practice is pivotal in achieving optimal patient outcomes. Implicit in this statement is knowledge about and an understanding of the implementation of evidence-based practice (EBP). This study sought to evaluate baseline knowledge in order to assess and inform a multifaceted intervention to promote EBP in a multi-site facility in Western Sydney, Australia. On two consecutive days in February 2003, a convenience sample of 229 nurses were surveyed using a five-item, investigator developed, written survey tool. Data were analysed using descriptive statistics. Although the majority of respondents (n=143: 62%) stated that they were aware of EBP, a considerable number (n=86: 38%) stated they had not previously heard of the term. Of concern, 43% (n=99) of respondents were unable to identify a source of information and resources about EBP. The results of this observational, descriptive survey underscore the importance of ongoing strategic interventions to improve knowledge, access and implementation of EBP amongst clinical nurses. This study also provides baseline data upon which to evaluate local interventions to promote knowledge of EBP amongst clinicians.

Introduction: For evidence-based practice to occur in patient management or clinical instruction, a knowledge of evidence-based practice principles is needed, including how to retrieve, appraise, and apply evidence. Attitudes and beliefs are also important, since for effective change in practice to occur it must be consistent with beliefs and needs. Purpose: The purpose of this study was to examine the evidence-based practice beliefs and knowledge of physical therapist clinical instructors and to determine whether differences in self-reported beliefs or knowledge existed based upon respondent characteristics of highest degree, age, association membership, and certification. Methods: For this cross-sectional descriptive study an electronic survey was used to collect data on respondent characteristics and evidence-based practice beliefs and knowledge. Results: Respondents were 376 physical therapists who were clinical instructors. A majority of respondents reported positive beliefs about evidence-based practice: welcome questions on practice (88.5 %, n = 333); fundamental to practice (89.7%, n = 337); practice changed because of evidence (81.1%, n = 305). From rating options of poor, fair, good, very good, and excellent, respondents most often selected good to describe knowledge level: formulate question 39.6% (n = 149); retrieve evidence 39.4% (n = 148); appraise evidence 44.1% (n = 166); and apply evidence 40.4% (n = 152). Nearly half of the respondents reported as either very good or excellent the ability to apply evidence (49.4%, n = 186). There were differences in evidence-based practice beliefs (degree H = 10.152, p = .038; membership z = 4.721, p = H = 27.712, p = z = 2.188, p = .03; certification z = 4.194, p = Conclusion: Respondents frequently reported positive beliefs about evidence-based practice and the possession of evidence-based practice knowledge. However, there were respondents who reported negative beliefs such as disagreeing that new evidence is important. There were wide variations in reported evidence-based practice knowledge. The largest percentage of respondents rated knowledge as good, the middle or ‘average’ rating on the five-point scale. There were differences in evidence-based practice beliefs and knowledge between groups for highest degree, association membership, and specialty certification.

Background: Evidence-based practice (EBP) in oncology nursing is a clinical decision-making approach in nursing care that improves quality care and outcomes in health care but is not yet standard in clinical settings. Objectives: The purpose of this study was to determine EBP knowledge, attitude and practice of oncology nurses. Methods: Cross sectional study used the self-administered Evidence-Based Practice Questionnaire (EBPQ) developed by Upton and Upton in the United Kingdom. Simple random sampling technique was used toselect the sample. The sample size was 139 nurses working in tertiary level cancer hospital Chitwan. Results: Out of 139 respondents, all of them were female. Mean age of the respondents was 31.9712 sd±7.30390 where minimum age found to be 20 years and maximum was 55 years. In regards to marital status 74.1% of the respondents were married, remaining 24.9% were unmarried. In terms of education more than half (56.8%) of respondents had Bachelor in Nursing Science (BNS) degree, 24.5% had Bachelor of Science in Nursing degree, 11.5% had proficiency certificate level degree and remaining 7.2% had master degree. The mean year of experience was = 8 years sd±6.77809 with minimum 6 month, Maximum=28 years. In terms of designation, most of the respondents (76.3%) were working in staff nurse post. In three sub scale of evidence based practice, Good level of knowledge 41.7%, positive attitude 40.3%and good practice 41.7% was found to be on less than fifty percent of the respondents. Poor level of knowledge, negative attitude and poor practice was found among 34.5%, 30.9% and 34.5% respectively. Fair level of knowledge, neutral attitude and fair practice was reported by 23.5%, 28.8% %23.7% respectively. Findings shows that knowledge, attitude and practice is significantly associated with level of education of the respondents (p=.000) at 0.05 level of significance. Findings further shows there exist significant correlation between knowledge attitude and practice among respondents on evidence based nursing practice. Respondents’ practice has significantly positive correlation with attitude (r=.774 &amp; p=.000). Similarly knowledge of the respondents positively correlated with practice significantly ( r=.765 &amp; p=.000). So like attitude of the respondents is positively correlated with knowledge at statistically significant level. ( r=.891 and p= .000). There is a weak correlation of work experience with, attitude and practice where, r=.219 p=.009, r=176 p=.039 respectively. Knowledge was not correlated with year of experience. Conclusion: Research findings reported the strong correlation between knowledge attitude and practice, acknowledged a lack of full preparation in the EBP process to engage in and implement EBP consistently. Nurses working in the oncology setting should be provided the mentorship and support to obtain continuing education for better implementation of evidence based practice in their working institutions.

Background Many studies have previously looked at the perceptions, attitude, and use of Evidence-based Practice (EBP) among healthcare providers. However, limited data is available on the implementation of EBP among pharmacists in general, and Saudi Arabia in particular. Objective To evaluate the awareness, attitude, and practice of EBP among hospital practicing pharmacists in Saudi Arabia. Setting Secondary and tertiary care hospitals in Saudi Arabia with a bed capacity of ≥200 Methods This is a cross sectional, survey-based study where a validated selfadministrated questionnaire was utilized. Pharmacists working in secondary and tertiary care hospitals with a bed capacity of ≥200 were targeted. The descriptive data consisted of percentages for discrete and medians for continuous statistics. Results The survey was distributed to a total of 1136 pharmacists. Total number of respondents is 228 which represent a response rate of 20%. Most of them (75% median score=8) have a positive attitude toward EBP. In addition to clinical expertise, only 48.6% of them were able to identify EBP resource as the second component of EBP concept, while only 1.7% of the respondents were able to identify patient preference as a third component. Lack of personal time, critical appraisal skills, and resources, (40%, 15.6% and 13.9% respectively) are considered as the major barriers to implementing EBP in pharmacy. Conclusion The majority of pharmacists in Saudi Arabia hold a positive attitude of EBP. Unfortunately, most of pharmacists do not consider patients' values as a component of EBP. The major barriers to practicing EBP are lack of personal time, critical appraisal skills, and resources availability.

Existing studies have identified specific factors influencing some dimensions of evidence-based practice (EBP) competence and use. However, the way these factors interact still needs to be clarified. The purpose of the study was to test a model based on the Determinant Frameworks that explain the relationships and the direct pathways between the characteristics of the nurses, the context, and the implementation strategies and the dimensions of EBP competence, attitude, knowledge, skills, and use of EBP. A cross-sectional study was carried out in Spain during January and February 2020, involving 2,370 nurses employed in public health centers across all autonomous communities within the National Health System. An online survey was administered to gather data, addressing various topics related to the nurses' characteristics, the context in which they worked, the implementation strategy, and their competence in evidence-based practice (EBP). As depicted in the conceptual framework, a structural equation model was constructed to test the hypothesized relationships among key study variables. The model obtained showed a good fit (χ 2/df = 3.20, p < 0.001; RMSEA = 0.030 [90% CI 0.025, 0.036]; CFI = 0.989; GFI = 0.990; TLI = 0.983). The context, more specifically, the dimensions of nurse participation in the center's affairs, nursing foundations for quality of care, nurse manager ability leadership and support of nurses, and implementation strategy have a direct and positive effect on EBP use. Training in EBP, reading scientific articles, and having a doctorate are associated with higher competence and knowledge in EBP. The final fit shows the #Evidencer model for the use of EBP (#EvidencerMUSEBP) with two main components: the contextual and strategic factors that influence the implementation of EBP and the characteristics of the professionals, such as their training and reading of articles, which have an impact on EBP competence. This model could guide healthcare organizations in proposing comprehensive interventions to improve EBP use and the competency of nurses.