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Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge
Sheryl Cosme1, Kerry A Milner, Amy Wonder
1Author Affiliations: Senior Operations Manager, Accreditation (Dr Cosme), American Nurses Credentialing Center, Silver Spring, Maryland; Associate Professor (Dr Milner), Sacred Heart University College of Nursing, Fairfield, Connecticut; Assistant Professor (Dr Wonder), Indiana University Bloomington.
Nurse Educator
|June 21, 2017
Summary
Nursing students showed significant improvement in evidence-based practice (EBP) knowledge after completing a course. This enhanced knowledge was sustained one year post-course, demonstrating the curriculum
Area of Science:
- Nursing Education
- Evidence-Based Practice
Background:
- Prelicensure nursing students require robust evidence-based practice (EBP) knowledge for effective clinical decision-making.
- Assessing the impact of dedicated EBP education is crucial for curriculum development.
Purpose of the Study:
- To evaluate the effectiveness of an EBP course in enhancing prelicensure nursing students' knowledge.
- To determine the retention of EBP knowledge one year after course completion.
Main Methods:
- A new instrument was utilized to measure EBP knowledge.
- Knowledge assessment occurred at three time points: pre-course, immediately post-course, and one year post-course.
Main Results:
- A statistically significant increase in EBP knowledge was observed immediately following the course.
- EBP knowledge levels were maintained one year after course completion, indicating sustained learning.
Conclusions:
- The EBP course effectively improved and sustained knowledge among prelicensure nursing students.
- Faculty can use these findings to validate the EBP course's role in preparing future nurses.
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