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Graduating baccalaureate students' evidence-based practice knowledge, readiness, and implementation.
The Journal of Nursing Education
|August 8, 2014
Summary
Graduating nursing students demonstrate low evidence-based practice (EBP) knowledge and implementation behaviors. Enhancing their confidence in EBP readiness is key to improving practice and patient outcomes.
Area of Science:
- Nursing Education
- Healthcare Professional Development
- Evidence-Based Practice
Background:
- Evidence-Based Practice (EBP) is a core competency for healthcare professionals.
- EBP competencies are increasingly integrated into nursing curricula.
- Understanding the transition from EBP knowledge to practice is crucial for nursing education.
Purpose of the Study:
- To examine the translation of evidence-based practice knowledge into implementation behaviors among graduating baccalaureate nursing students.
- To assess the relationship between EBP knowledge, EBP readiness, and EBP implementation behaviors.
Main Methods:
- An online survey was administered to 174 graduating baccalaureate nursing students across four states.
- Data were collected on students' EBP knowledge, EBP readiness (confidence), and engagement in EBP implementation behaviors.
Main Results:
- Students generally scored low on EBP knowledge tests and in their engagement with EBP implementation behaviors.
- Students reported moderate confidence in their EBP readiness.
- EBP readiness significantly mediated the relationship between EBP knowledge and engagement in implementation behaviors.
Conclusions:
- Nursing education programs should prioritize enhancing students' self-confidence in EBP competencies.
- Increased EBP readiness can foster greater engagement in EBP implementation behaviors.
- A nursing workforce proficient in EBP is essential for improving patient outcomes.
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