Theory-based EBP teaching improved EBP skills, with fluctuations over time and mixed results for distinguishing credibility of online sources¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Significant improvement in overall research/EBP skills was reported for nursing and nutrition students using a web-based tool, while ability to distinguish credibility of online sources showed no significant difference in the nursing arm. → Ramis Mary-Anne 2019 q2 i? EBM skills fluctuated over time, increasing at week one and at 37 weeks post intervention after students were given time for individual learning. → Ramis Mary-Anne 2019 (2)

Evidence¶

Ramis Mary-Anne 2019¶

Ramis Mary-Anne, Chang Anne, Conway Aaron, Lim David, Munday Judy, Nissen Lisa. (2019). Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-019-1698-4

q2 · i? · review · r2

Review reports Long et al.'s mixed-methods study measuring overall research skills via self-report Likert items from the Research Readiness Self-Assessment tool; nursing cohorts improved (p = 0.001) and the nutrition RCT arm improved (p = 0.002).

"Significant improvement from pre-test to post-test results was noted in nursing students using the tool (p = 0.001), as well as in the second arm of the study which was an RCT comprising intervention and control groups of undergraduate students studying nutrition (p = 0.002)."

Ramis Mary-Anne 2019 (2)¶

Ramis Mary-Anne, Chang Anne, Conway Aaron, Lim David, Munday Judy, Nissen Lisa. (2019). Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-019-1698-4

q2 · i? · review · r3

Review reports Liabsuetrakul et al.'s one-group pre-test/post-test studies measuring EBM skills by student self-reported Likert answers; scores fluctuated across time points, with a significant decrease at weeks 5 and 13 in one study (p < 0.001).

"Overall scores for EBM skills were significantly higher from baseline to week one (p < 0.001) [47, 48] and at 37 weeks post intervention (p = 0.003) [48], after students were given more time to reflect and conduct some individual learning."

Discussion¶

Related Claims¶

• A theory-based EBP intervention produced a small significant increase in EBP use but no significant difference in EBP future use
• Theory-based EBP teaching produced significant knowledge gains in two nursing studies and one medical-study summative assessment — related
• College students' scores on an online source credibility assessment improved significantly after four course-embedded modules in an asynchronous nutrition course — related
• An EBP curriculum culture intervention at a dental college increased students' journal reading, research-report evaluation confidence, and evidence-use experience — related
• A multifaceted EBP course for nursing students significantly improved competence, attitudes, knowledge, and skills versus baseline at two months after a 15-week intervention — related
• Only 2 of the 20 included studies adopted an online approach to teach EBP, and both concluded that technology to teach research skills can facilitate EBP teaching — related
• A web-based EBP tool usable from computer, smartphone, or iPad significantly improved overall research skills among nursing and nutrition student groups — related