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A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design
Stephanie Craig1, Hannah McConnell1, Patrick Stark1
1School of Nursing and Midwifery, Queen's University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UK.
Nursing Reports (Pavia, Italy)
|July 25, 2025
Summary
Co-designing an evidence-based practice (EBP) module with nursing students improved their knowledge, attitudes, and utilization of EBP. This partnership enhanced student learning and clinical practice, positively impacting patient care.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Healthcare Pedagogy
Background:
- Evidence-based practice (EBP) is crucial in healthcare, yet nursing curricula often struggle with effective EBP integration.
- A novel undergraduate EBP module was developed in 2023, incorporating Universal Design for Learning (UDL) principles.
- The module utilized co-designed multimedia resources (videos, podcasts, serious games) and a flipped classroom approach.
Purpose of the Study:
- To evaluate the impact of a co-designed undergraduate EBP module on nursing students' attitudes, knowledge, and utilization of EBP.
- To explore how the module influenced student nursing practice during clinical placements.
- To assess the effectiveness of a Universal Design for Learning (UDL) pedagogy in nursing education.
Main Methods:
- A convergent mixed-methods design was employed, utilizing pre/post-test questionnaires and focus group interviews.
- 430 undergraduate nursing students completed validated EBP Beliefs and Implementation Scales.
- 58 students participated in focus groups to explore the module's impact on clinical practice.
Main Results:
- Quantitative analysis revealed statistically significant improvements in student attitude, knowledge, and utilization of EBP (p < 0.001).
- Qualitative findings indicated that students felt EBP was integral to their role, positively influenced patient care, and advanced their professional development.
- The co-designed module, incorporating UDL, demonstrated effectiveness in enhancing EBP competency.
Conclusions:
- Collaborative co-design and implementation of an EBP module with nursing students significantly improved their EBP knowledge, attitudes, and practice.
- This student-centered approach is likely to enhance professional competence and improve patient care outcomes.
- UDL principles and student-staff partnerships are effective strategies for nursing curriculum development.
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