Enhancing beliefs and implementation of evidence-based practice among undergraduate nurses using a multi-component...

Area of Science:

• Nursing Education
• Evidence-Based Practice
• Healthcare Professional Development

Background:

• Evidence-based practice (EBP) is a core competency for Bachelor of Science in Nursing (BSN) graduates.
• The relationship between multi-component educational programs and nursing students' EBP beliefs and implementation frequency is not well understood.
• This study evaluated an EBP educational program's impact on nursing students at the School of Health Sciences, HES-SO Valais.

Purpose of the Study:

• To investigate the impact of a multi-component educational program on nursing students' beliefs about EBP.
• To assess the effect of the program on the frequency of EBP implementation among nursing students.
• To determine the relationship between EBP beliefs and implementation in undergraduate nursing students.

Main Methods:

• A quantitative, pre-post-design study involving 81 undergraduate nursing students.
• An educational program featuring integrative workshops on EBP steps during clinical internships over three years.
• Measurement of EBP beliefs and implementation using validated self-reported scales (Melnyk et al.).

Main Results:

• Significant improvements in mean EBP Beliefs scores (49.1 to 53.3) and Implementation scores (1.7 to 9.0) post-program (p < 0.001).
• High internal consistency for both EBP Beliefs and Implementation scales (Cronbach's alpha > 0.799).
• The theory-based component of the program significantly contributed more to score improvements than clinical internships.

Conclusions:

• The multi-component educational program effectively enhanced undergraduate nursing students' EBP beliefs and implementation.
• Further research is recommended to optimize EBP integration into nursing curricula.
• Exploring nursing students' future intentions to implement EBP in clinical practice is warranted.