A National Study across Levels of Nursing Education: Can Nurses and Nursing Students Accurately Estimate Their Knowledge of Evidence-Based Practice?

Amy Hagedorn Wonder, Darrell Spurlock

Research output: Contribution to journalArticle

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Abstract

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.

Original languageEnglish (US)
Pages (from-to)77-82
Number of pages6
JournalNursing education perspectives
Volume41
Issue number2
DOIs
StatePublished - Mar 1 2020

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Keywords

  • Evidence-Based Practice (EBP)
  • Nursing Education Evaluation

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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