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Updated: May 9, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Promoting nurses' knowledge in evidence-based practice: do educational methods matter?

Belinda M Toole¹, Jaynelle F Stichler, Laurie Ecoff

¹Sharp Memorial Hospital, San Diego, California, USA. Belinda.toole@sharp.com

Journal for Nurses in Professional Development

|July 24, 2013

Summary

This study compared two educational methods to enhance nurses' knowledge, attitudes, and practice of evidence-based practice (EBP). Both methods effectively improved nurses' self-reported EBP, aiding educators in choosing suitable teaching strategies.

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Last Updated: May 9, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing
Healthcare Education
Evidence-Based Practice

Background:

Evidence-based practice (EBP) is essential in nursing.
Nurses require ongoing training in EBP, as academic education is not universally provided.
Effective educational strategies are needed to improve EBP adoption.

Purpose of the Study:

To compare the effectiveness of two distinct educational methods for improving nurses' knowledge, attitudes, and practice of EBP.
To evaluate which teaching approach yields better outcomes in EBP implementation.
To provide data-driven recommendations for nursing staff development.

Main Methods:

A randomized controlled trial with a pretest/posttest design was employed.
Two different educational interventions were tested on nursing participants.
Data were collected on nurses' knowledge, attitudes, and self-reported practice of EBP.

Main Results:

Both educational methods demonstrated a positive impact on nurses' self-reported practice of EBP.
Significant improvements were observed in nurses' engagement with EBP following the interventions.
No specific comparison between the two methods' superiority was detailed, but both were effective.

Conclusions:

Staff development educators can utilize these findings to select the most appropriate teaching method for their specific organizational context.
Implementing effective EBP education is crucial for advancing nursing practice.
The study supports the integration of targeted educational strategies to enhance EBP in clinical settings.