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Updated: Jan 15, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Assessing Evidence-Based Practice Shifts Among Doctor of Nursing Education Students
Tara O'Brien1, Devyn Brown, Tara Spalla King
1Author Affiliation: College of Nursing, The Ohio State University, Columbus, OH, USA (Dr O'Brien, Brown, and Dr Spalla King).
Background:
Nurse educators are critical in advancing evidence-based practice (EBP) in academic and clinical settings. However, limited research exists on how doctoral education influences their EBP beliefs and implementation behaviors.
Purpose:
This study evaluated changes in EBP beliefs and implementation among Doctor of Nursing Education (DNE) students over time.
Methods:
Using a pre/post single-group design, surveys were administered during the first-year EBP course and again during the second-year Capstone course. Instruments included the EBP Beliefs and EBP Implementation Scales for Educators.
Results:
Thirteen DNE students participated; 11 completed both surveys. Belief scores significantly improved ( M 83.5-97.5; P = .004; g = 1.6), as did implementation scores ( M 17.5-42.4; P = .004; g = 1.7).
Conclusions:
The findings of this study suggest that the DNE curriculum effectively strengthens educators' EBP beliefs and implementation. The longitudinal assessment demonstrated meaningful gains in applying evidence-based teaching strategies.
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