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Updated: Jan 11, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Exploring the learning experiences and optimization pathways of nursing master's students in an Evidence-Based
Yu-Fei Qiu1, Ya-Ke Yue1, Jia-Li Liu1
1School of Nursing, Hubei University of Chinese Medicine, Wuhan, 430065, China.
Aim:
To explore the learning experiences of nursing master's students in an EBN course and identify pathways for optimization.
Methods:
Quantitative data were collected before and after the course using validated instruments. Qualitative data were obtained through post-course semi-structured interviews. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed thematically.
Results:
Students showed significant improvements in overall EBP practice competency (Z = -5.485, p < 0.001) and critical thinking disposition (Z = -5.141, p < 0.001). Although a decrease in perceived barriers to EBN was observed, the change was not statistically significant (Z = -1.415, p = 0.157). Thematic analysis revealed three themes: (1) cognitive development and knowledge construction; (2) competence acquisition and internalization; and (3) learning challenges and expectations.
Conclusions:
Continued refinement of teaching strategies to better meet the learning needs and professional development goals of graduate students should be supported in the future.
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