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The Effect of an Evidence-Based Practice Education and Mentoring Program on Increasing Knowledge, Practice, and
Jamie Mudderman1, Heather V Nelson-Brantley, Cathy L Wilson-Sands
1Author Affiliations: Clinical and Nursing Administrative Coordinator (Ms Mudderman), Former Associate Director of Nursing Practice (Ms Wilson-Sands), Former Education Specialist and Present Care Coordination and Education Manager (Ms Brahn), and Former Education Manager and Present Birthing Center Nurse (Ms Graves), Waverly Health Center, Iowa; Assistant Professor and Leadership Program Director (Dr Nelson-Brantley), University of Kansas School of Nursing; Oncology Service Line Director (Ms Wilson-Sands), UnityPoint Health Allen Hospital, Waterloo, Iowa; Assistant Professor (Ms Graves), School of Nursing, Allen College, Waterloo, Iowa.
Objective:
The aim of this study was to determine the effect of an evidence-based practice (EBP) education and mentoring program on the knowledge, practice, and attitudes toward EBP among staff nurses and clinicians in a rural critical access hospital.
Background:
While rural nurses value EBP, they often have more limited resources to engage in EBP activities compared with urban-based nurses.
Methods:
Direct care nurses and clinicians participated in a 5-month EBP education and mentoring program following the Iowa Model Revised: Evidence-Based Practice to Promote Excellence in Health Care. The Evidence-Based Practice Questionnaire was used to assess pretest-posttest knowledge, practice, and attitudes toward EBP.
Results:
Knowledge and practice of EBP increased significantly (P = .008 and P = .015, respectively) after the EBP education and mentoring intervention. Attitudes toward EBP also increased, although the increase was not statistically significant (P = .106).
Conclusions:
Education and mentoring of healthcare clinicians in rural settings are crucial to the translation of evidence-based research into practice to improve patient outcomes.
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