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From Evidence to Practice: RICOSRE Model Effects on Nursing Students' Clinical Performance and Decision-Making
Maedeh Alhosseini1, Mitra Jaras, Azam Moslemi
1Author Affiliations: Instructor of Nursing (Mrs Alhosseini and Mrs Amini), School of Paramedical Sciences, Arak University of Medical Sciences, Arak, Iran; Medical Education and Development Center, Arak University of Medical Sciences, Arak, Iran (Mrs Alhosseini, Mrs Jaras, Dr Moslemi, Mrs Amini and Dr Abedi); Instructor of Nursing (Mrs Jaras), Department of Nursing, Shazand School of Nursing, Arak University of Medical Sciences, Arak, Iran; Assistant Professor of Biostatistics (Dr Moslemi), Department of Biostatistics, School of Medicine, Arak University of Medical Sciences, Arak, Iran; and Instructor of Nursing (Dr Abedi), Department of Nursing, Faculty of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran.
Background:
Evidence-based practice (EBP) and clinical decision-making (CDM) are essential for nursing students, yet traditional teaching often fails to foster these skills.
Purpose:
This study evaluated the impact of the RICOSRE learning model on nursing students' EBP and CDM competencies compared to traditional lectures.
Methods:
In 2024, a quasi-experimental study was conducted in 2 Iranian nursing schools with 158 undergraduate students (second to fourth year). Participants were randomized into 2 groups: experimental (n = 78, RICOSRE, 7 sessions) and control (n = 80, traditional lectures). Data were collected at baseline, 4 weeks, and 6 months using the EBP Competency Questionnaire, CDM Scale, and simulation-based performance assessment.
Results:
The RICOSRE group demonstrated significant and sustained improvements in EBP knowledge, skills, attitudes, CDM dimensions, and clinical performance, whereas the control group showed minimal change.
Conclusions:
The RICOSRE model is more effective than traditional teaching in enhancing EBP, CDM, and clinical performance among nursing students.
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