AIM This national study sought to: a) describe the evidence-based practice (EBP) knowledge levels of nursing students enrolled in baccalaureate through doctorate of nursing practice programs; b) examine relationships between objective and subjective EBP knowledge measures; c) describe correlations between educational and demographic factors and EBP knowledge; and d) further evaluate validity and reliability evidence for the Evidence-Based Practice Knowledge Assessment in Nursing. BACKGROUND Rigorous evaluation of students' EBP knowledge across nursing program levels is vital to enhancing education and patient care. METHOD A cross-sectional, correlational design using large-scale survey procedures was used in this study. RESULTS Mean Evidence-Based Practice Knowledge Assessment in Nursing scores (N = 674 respondents from five universities in the United States) increased with greater levels of nursing education degree attainment. A weak, positive correlation was found between objective and subjective EBP knowledge measures (r =.13, p =.001). CONCLUSION More research is needed to identify effective approaches to EBP education in nursing programs.
- Evidence-Based Practice (EBP)
- Nursing Education Evaluation
ASJC Scopus subject areas