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Effectiveness of a Technology-Based Intervention to Teach Evidence-Based Practice: The EBR Tool.
JoAnn D Long1, Paula Gannaway2, Cindy Ford3
1Director of Nursing Research & Development, Department of Nursing, Christian University, Lubbock, TX.
Worldviews on Evidence-Based Nursing
|January 17, 2016
Summary
A new web-based tool improved students' research skills and evidence-based practice (EBP) abilities. The tool guides users in finding and evaluating online scientific literature, enhancing digital literacy for better information access.
Area of Science:
- Digital Health Education
- Information Literacy
- Evidence-Based Practice
Background:
- Students often struggle to find and evaluate online scientific research.
- Clinical nurses may rely on experience over evidence-based sources.
- A web-based Evidence-Based Research (EBR) tool was developed to address these gaps.
Purpose of the Study:
- To guide students in locating and critically appraising online scientific literature.
- To link users to quality electronic resources supporting Evidence-Based Practice (EBP).
- To assess the usability and effectiveness of the EBR tool.
Main Methods:
- A mixed-method, quasi-experimental design was employed.
- A two-population randomized controlled trial (RCT) was conducted.
- Testing occurred in U.S. and Middle East universities across nursing, nutrition, and PharmD students.
Main Results:
- Statistically significant improvements in overall research skills were observed in nursing and nutrition students using the EBR tool.
- Participants demonstrated an improved ability to distinguish credible online sources.
- The majority of users could correctly apply the PICOTS framework to case studies.
Conclusions:
- The EBR tool enhanced students' overall research and EBP skills.
- The tool provides accessible evidence-based resources, addressing barriers to research utilization.
- It aligns with information literacy standards and meets needs within nursing curricula.
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