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Measuring the Impact of an Educational Intervention on Evidence-Based Practice
Journal of Continuing Education in Nursing
|March 4, 2022
Summary
A 3-hour educational intervention significantly improved nurses' perceived understanding and skills in evidence-based practice (EBP). This enhanced EBP competency may lead to better patient outcomes and work environments.
Area of Science:
- Nursing
- Healthcare Education
- Evidence-Based Practice
Background:
- Increasingly complex healthcare systems necessitate strong evidence-based practice (EBP) competencies among nurses.
- Nurses' EBP competencies are linked to improved patient and organizational outcomes.
- Knowledge, skills, and attitudes are key attributes for developing EBP competencies.
Purpose of the Study:
- To evaluate the impact of a 3-hour educational intervention on nurses' evidence-based practice (EBP) competencies.
- To assess changes in nurses' perceived understanding, frequency of use, ability, desire, and perceived barriers related to EBP.
Main Methods:
- A quasi-experimental study with a pretest/posttest design was employed.
- Thirty registered nurses (RNs) in an acute care setting participated.
- The Healthcare EBP Assessment Tool questionnaire was used to measure outcomes before and after the intervention.
Main Results:
- Nurses showed a statistically significant improvement in their perceived understanding of EBP (p = .005) post-intervention.
- Significant improvements were observed across subscales measuring frequency, ability, desire, and barriers to EBP.
- The educational intervention positively impacted nurses' self-reported EBP competencies.
Conclusions:
- The educational intervention enhanced nurses' perception of EBP competencies.
- Improved EBP competency may foster a greater sense of contribution, leading to better patient outcomes and work environments.
- Further research should explore other interventions, including quality improvement projects and research involvement.
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