A theory-based EBP intervention produced a small significant increase in EBP use but no significant difference in EBP future use¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Only one study measured EBP use and future use, reporting a small but significant difference for EBP use and no significant difference for EBP future use. → Ramis Mary-Anne 2019
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 · r3
Review reports the single study (Kim et al., quasi-experimental with control, Johnston KAB questionnaire, self-report) measuring EBP use and future use; equivalence for future use was not tested, only non-significance (p = 0.255).
"A small but significant difference between intervention and control groups was reported for EBP use (mean difference = 0.26, p = 0.015), however no significant difference between groups was reported for EBP future use (mean diff =0.13, p = 0.255)."
Discussion¶
Related Claims¶
- EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement
- Theory-based EBP teaching improved EBP skills, with fluctuations over time and mixed results for distinguishing credibility of online sources
- Theory-based EBP interventions have a small but positive effect on undergraduate health students' EBP attitudes
- Theory-based EBP teaching produced significant knowledge gains in two nursing studies and one medical-study summative assessment — related
- Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — related
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review |
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by process:wiki-ingest on 2026-11-01 |
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