Using the evidence-based practice knowledge assessment in nursing instrument to evaluate exposure effects in baccalaureate nursing students

Amy Hagedorn Wonder, Darrell R. Spurlock, Pamela M. Ironside

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

To prepare nursing students for evidence-based practice (EBP), it is essential to evaluate the exposure effects of courses and pedagogy on EBP knowledge development. Secondary analysis of cross-sectional, descriptive, correlational study data focused on identifying relationships between completion of undergraduate research and statistics courses and EBP knowledge of baccalaureate nursing students. There were statistically significant differences in EBP knowledge scores when comparing subjects recently exposed versus unexposed to statistical coursework. Research course exposure effects were nonsignificant. Further study of exposure effects is needed to clarify the role of research and statistical coursework in developing EBP knowledge.

Original languageEnglish (US)
Pages (from-to)310-312
Number of pages3
JournalNursing education perspectives
Volume37
Issue number6
DOIs
StatePublished - Nov 1 2016

Keywords

  • EKAN
  • Evaluation
  • Evidence-Based Practice (EBP)
  • Exposure Effects
  • Nursing Education

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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