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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

Nursing faculties' knowledge and attitude on evidence-based practice.

Neda Mehrdad¹, Soodabeh Joolaee, Azadeh Joulaee

¹Associate Professor, Center for Educational Research in Medical Sciences, Center for Nursing Care Research, Nursing and Midwifery School, Tehran University of Medical Sciences, Tehran, Iran.

Iranian Journal of Nursing and Midwifery Research

|August 8, 2013

Summary

Nurse educators demonstrate moderate knowledge and positive attitudes toward evidence-based practice (EBP). Enhancing their understanding is crucial for advancing patient care and research in nursing.

Keywords:

Attitude Iran evidence-based practice knowledge

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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 Education
Healthcare Professional Development
Evidence-Based Practice Research

Background:

Evidence-based practice (EBP) is a core competency for healthcare professionals, essential for improving patient outcomes and care efficiency.
Nursing curricula prioritize EBP, highlighting the critical role of nurse educators in its dissemination.
Nurse educators are pivotal in shaping future nurses' adoption of EBP and influencing clinical practice.

Purpose of the Study:

To assess the current level of knowledge regarding EBP among nurse educators.
To evaluate nurse educators' attitudes towards the implementation and utilization of EBP.
To identify potential relationships between demographic factors and EBP knowledge and attitudes.

Main Methods:

A descriptive study design was employed in nursing faculties at two prominent universities in Tehran, Iran.
Data collection utilized a three-section questionnaire, with content and face validity confirmed by experts.
Statistical analysis was performed using SPSS 11 to interpret the gathered data.

Main Results:

A moderate level of EBP knowledge was reported by 47.1% of nursing faculty.
A significant positive relationship was observed between EBP knowledge levels and educational background/teaching experience.
A high proportion of nurses (88.6%) expressed positive attitudes towards EBP, irrespective of demographic variables.

Conclusions:

Nursing educators are strategically positioned to drive the integration of EBP into clinical settings.
Fostering EBP knowledge and positive attitudes among educators is vital for a paradigm shift towards evidence-based healthcare.
Investing in nurse educators' capacity for EBP is essential for advancing nursing research and practice.