Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.

Area of Science:

• Respiratory Therapy
• Medical Education
• Evidence-Based Practice

Background:

• Evidence-based practice (EBP) is crucial for quality patient care, integrating evidence, expertise, and patient preferences.
• Consistent EBP adoption remains a challenge, even when evidence supports a therapy.
• This study investigates factors influencing EBP use among respiratory therapy educators and students.

Purpose of the Study:

• To assess factors associated with the use of evidence-based practice (EBP).
• To evaluate EBP knowledge, self-efficacy, and learning experiences.
• To examine the relationship between these factors and EBP utilization in respiratory therapy.

Main Methods:

• A descriptive survey research design was employed.
• An online questionnaire was developed and administered to respiratory therapy faculty and degree-advancement students.
• Non-probability sampling was utilized.

Main Results:

• Respondents showed strong foundational EBP knowledge but weaker understanding of specific process components.
• Self-efficacy varied, with higher confidence in patient needs assessment and lower confidence in PICO technique and statistical interpretation.
• Students reported more favorable learning experiences than faculty (P = .008); literature searching exceeded critical appraisal and application.

Conclusions:

• Respiratory therapy faculty and students possess EBP knowledge and confidence but demonstrate limited clinical application.
• Knowledge, self-efficacy, and learning experiences had minimal impact on EBP use.
• Findings establish a basis for future research into enhancing EBP integration in respiratory therapy education and practice.