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Development and evaluation of a clinical scenario-based education program to enhance evidence-based practice
Hideaki Furuki1, Nao Sonoda1, Akiko Morimoto1
1Graduate School of Nursing, Osaka Metropolitan University, Osaka, Japan.
Aims:
To develop a clinical scenario-based educational program incorporating five evidence-based practice (EBP) steps and evaluate its effects on EBP knowledge and skills and EBP implementation among hospital nurses.
Methods:
This study employed a randomized controlled trial design. Eighty-seven registered nurses were recruited from 22 hospitals across Japan and randomly assigned to either the Intervention group (n = 44) or the Control group (n = 43). The Intervention group received a clinical scenario-based education program incorporating the five EBP steps, utilizing the Prevention of Delirium in Elderly Hospitalized Patients scenario. EBP knowledge and skills and EBP implementation were measured at baseline (T1), immediately post-intervention (T2), and 2 months later (T3). Linear mixed models were used to assess the between-group differences in EBP knowledge and skills, as well as EBP implementation.
Results:
No significant differences were found between groups at T1 in EBP knowledge and skills (25.4 [22.6-28.1] vs. 27.9 [25.0-30.7], p = .219) and implementation scores (14.8 [12.7-16.9] vs. 15.0 [12.8-17.3], p = .882). At T2 and T3, the Intervention group had significantly higher knowledge and skills (T2: 33.8 [31.4-36.3] vs. 27.6 [25.1-30.2], p = .001; T3: 36.8 [34.3-39.3] vs. 27.2 [24.7-29.7], p < .001) and higher implementation scores at T3 (21.5 [19.5-23.5] vs. 14.5 [12.5-16.5], p < .001).
Conclusions:
A clinical scenario-based educational program incorporating the five steps of EBP effectively enhanced EBP knowledge and skills as well as promoted EBP implementation among hospital nurses.
Trial Registration:
Trial registration number UMIN000053457 (1/27/2024).
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