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Evidence-Based Practice Knowledge Retention Among Nurse Practitioner Students
Cara C Young1, Valerie Danesh, Atami S De Main
1About the Authors Cara C. Young, PhD, APRN, FNP-C, FAANP, is an associate professor, School of Nursing, University of Texas at Austin, Austin, Texas. Valerie Danesh, PhD, RN, FCCM, is a research scientist, Center for Applied Health Research, Baylor Scott & White Health, Dallas, Texas. Atami S. De Main, MHS, RN, is a PhD student, School of Nursing, University of Texas at Austin. Adam C. Sales, PhD, is an assistant professor, Mathematical Sciences Department, Worcester Polytechnic Institute, Worcester, Massachusetts. Editorial support was provided by the Cain Center for Nursing Research and the Center for Transdisciplinary Collaborative Research in Self-Management Science (P30, NR015335) at the University of Texas at Austin. For more information, contact Dr. Danesh at Valerie.Danesh@BSWHealth.org .
Abstract:
The mastery of clinical scholarship and analytic methods for evidence-based practice (EBP) is a published essential for nurse practitioner (NP) education; however, retention of EBP-related knowledge during NP education remains unknown. We assessed EBP knowledge during a first-semester research course and again during the last semester using an item response model. We found that changes depended on the exam item, with performance dropping on a third of the items. Our findings suggest a need to integrate EBP concepts across curricula (e.g., feedback loops in courses other than the research course) to retain these essential skills.
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