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Effectiveness of a Brief, Basic Evidence-Based Practice Course for Clinical Nurses.

Antonio J Ramos-Morcillo1, Serafín Fernández-Salazar2, María Ruzafa-Martínez3

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Worldviews on Evidence-Based Nursing
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Summary

A brief educational intervention improved evidence-based practice (EBP) knowledge and skills in nurses. The training combined online and face-to-face learning, showing positive outcomes for EBP competence.

Keywords:
educationeffectivenessevidence-based practiceinterventionnursing

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Area of Science:

  • Nursing Education
  • Evidence-Based Practice Implementation
  • Healthcare Professional Development

Background:

  • Barriers to evidence-based practice (EBP) implementation include lack of knowledge and skills among nursing professionals.
  • Few studies have evaluated educational interventions to enhance EBP competence in nurses.

Purpose of the Study:

  • To assess the effectiveness of a concise, blended (online and face-to-face) educational intervention.
  • To promote evidence-based practice (EBP) attitudes, knowledge, skills, and practice among clinical nurses.

Main Methods:

  • Quasi-experimental, pretest-posttest design with a comparison group.
  • 109 registered nurses participated in a brief EBP course (intervention) or a different educational course (comparison).
  • The Evidence-Based Practice Questionnaire (EBPQ) measured outcomes at baseline, 21, and 60 days post-intervention.

Main Results:

  • Significant improvements were observed in the knowledge and skills dimension for the intervention group compared to the control group.
  • No significant difference was found between groups in the EBP practice dimension.
  • Attitudes towards EBP remained high and unchanged in both groups post-intervention.

Conclusions:

  • A short, blended educational program effectively enhances the knowledge and skills of clinical nurses in evidence-based practice.
  • Further research may be needed to translate improved knowledge and skills into consistent EBP implementation in clinical practice.