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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
A National Study Across Levels of Nursing Education: Can Nurses and Nursing Students Accurately Estimate Their
Amy Hagedorn Wonder1, Darrell Spurlock
1About the Authors Amy Hagedorn Wonder, PhD, RN, is an associate professor, Indiana University School of Nursing, Bloomington, Indiana. Darrell Spurlock, Jr., PhD, RN, NEA-BC, ANEF, is a professor and director, Leadership Center for Nursing Education Research, Widener University School of Nursing, Chester, Pennsylvania. This research was funded by a 2016 National League for Nursing Nursing Education Research Grant. For more information, contact Dr. Wonder at awonder@iu.edu.
Aim:
This national study sought to: a) describe the evidence-based practice (EBP) knowledge levels of nursing students enrolled in baccalaureate through doctorate of nursing practice programs; b) examine relationships between objective and subjective EBP knowledge measures; c) describe correlations between educational and demographic factors and EBP knowledge; and d) further evaluate validity and reliability evidence for the Evidence-Based Practice Knowledge Assessment in Nursing.
Background:
Rigorous evaluation of students' EBP knowledge across nursing program levels is vital to enhancing education and patient care.
Method:
A cross-sectional, correlational design using large-scale survey procedures was used in this study.
Results:
Mean Evidence-Based Practice Knowledge Assessment in Nursing scores (N = 674 respondents from five universities in the United States) increased with greater levels of nursing education degree attainment. A weak, positive correlation was found between objective and subjective EBP knowledge measures (r = .13, p = .001).
Conclusion:
More research is needed to identify effective approaches to EBP education in nursing programs.
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