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Evidence-based nursing education for undergraduate students: A preliminary experimental study
1Mo-Im Kim Nursing Research Institute, Yonsei University College of Nursing, Seoul, Republic of Korea.
Nurse Education in Practice
|June 9, 2019
Summary
A blended learning program significantly improved evidence-based practice knowledge and self-efficacy in nursing undergraduates. This education is crucial for enhancing critical thinking and decision-making skills in nursing students.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Health Sciences
Background:
- Evidence-based practice (EBP) is essential for high-quality nursing care.
- Nursing undergraduates require robust EBP education to develop critical thinking and decision-making skills.
- Blended learning offers a flexible approach to EBP education.
Purpose of the Study:
- To evaluate the effectiveness of a blended learning EBP education program for undergraduate nursing students.
- To assess the impact of the program on EBP knowledge, self-efficacy, and utilization.
- To provide insights into optimizing EBP training for future nurses.
Main Methods:
- A preliminary experimental study involving 45 senior nursing undergraduates in Seoul, Korea.
- Participants were divided into an intervention group (n=21) and a control group (n=24) via self-selection.
- The intervention group received a 30-hour blended learning EBP program; outcomes were measured at baseline and two months post-intervention.
Main Results:
- The intervention group showed significant increases in EBP knowledge (p < .01).
- Significant improvements in self-efficacy (p < .01), resource utilization (p < .01), and databases utilization (p < .01) were observed in the intervention group.
- No significant baseline differences were found between groups for demographic characteristics or outcome variables.
Conclusions:
- The blended learning EBP program effectively enhanced knowledge, self-efficacy, and utilization among nursing undergraduates.
- Blended learning is a viable strategy for improving EBP competencies in nursing education.
- Further research should explore train-the-trainer models and optimize blended learning for EBP education.
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