Knowledge about the best practice guidelines in the nursing degree: A non-randomized post-test design

Area of Science:

• Nursing Education
• Evidence-Based Practice
• Healthcare Quality Improvement

Background:

• Nursing students require robust knowledge of Best Practice Guidelines (BPGs) for effective patient care.
• Traditional internship experiences may not adequately cover specific BPG content.
• Integrating BPGs into academic curricula is a potential strategy to enhance nursing practice.

Purpose of the Study:

• To compare the knowledge of nursing students regarding BPGs when taught as part of a subject versus learned through standard internship experiences.
• To evaluate the impact of incorporating BPGs into theoretical learning combined with practical application.

Main Methods:

• A non-randomized, post-test-only design with a comparison group was employed.
• 143 nursing degree students participated; an intervention group received BPG training using Problem-Based Learning, while a comparison group had standard internships.
• Knowledge was assessed using an ad hoc questionnaire post-intervention.

Main Results:

• Overall knowledge scores averaged a low 5.1/10, varying across different guidelines.
• Students who combined internship experience with consulting BPGs demonstrated better knowledge.
• A significant need for coordinated efforts between academia and healthcare was identified to promote evidence-based practice.

Conclusions:

• Integrating BPGs into theoretical nursing education, coupled with practical experience and guideline consultation, enhances student knowledge.
• This combined approach is crucial for fostering the implementation of evidence-based practice in nursing.
• Enhanced collaboration is essential to improve adherence to BPGs in clinical settings.