A multifaceted EBP course for nursing students significantly improved competence, attitudes, knowledge, and skills versus baseline at two months after a 15-week intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a quasi-experimental study among nursing students, a multifaceted intervention significantly improved EBP competence questionnaire scores versus baseline in skills (4.01 vs. 2.75) at two months after the 15-week intervention. → Kyriakoulis Konstantinos 2016 q3 i? Attitudes and knowledge scores were significantly improved versus baseline after the EBP course (4.28 vs. 3.33 and 3.92 vs. 2.82, respectively). → Kyriakoulis Konstantinos 2016 (2)

Evidence¶

Kyriakoulis Konstantinos 2016¶

Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/

q3 · i? · review · r2

Quasi-experimental study in Spain among nursing students (n=148; IG=75, CG=73) with a multifaceted intervention of lectures, practicals, group discussions, teamwork, and presentations. Mean skills scores improved from 2.75 to 4.01; the review reports "significantly improved versus baseline in skills (4.01 vs. 2.75)".

"The EBP competence questionnaire was administered before and at two months after the 15-week intervention period and results showed that the mean scores of the intervention group were significantly improved versus baseline in skills (4.01 vs. 2.75) dimensions."

Kyriakoulis Konstantinos 2016 (2)¶

Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/

q3 · i? · review · r2

Same quasi-experimental nursing study; the review reports attitude scores improved from 3.33 to 4.28 and knowledge scores from 2.82 to 3.92 versus baseline, described as "significantly improved versus baseline after the EBP course".

"Ruzafa-Martinez et al. [4] showed that attitudes and knowledge scores were significantly improved versus baseline after the EBP course (4.28 vs. 3.33 and 3.92 vs. 2.82, respectively) [9]."

Discussion¶

Related Claims¶

• A 13-week multifaceted course for therapy and physiotherapy students produced statistically significant mean increases in perceived knowledge (14.15) and actual knowledge (3.56) — 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 — a broader claim this one bears on
• Theory-based EBP teaching improved EBP skills, with fluctuations over time and mixed results for distinguishing credibility of online sources — related
• Theory-based EBP teaching produced significant knowledge gains in two nursing studies and one medical-study summative assessment — related
• EBP interventions significantly increased nursing students' EBP efficacy scores from a mean of 2.30 ('a little confident') to 3.05 ('confident') — a narrower finding that bears on this claim
• A multifaceted EBM course for pharmacy students significantly improved overall EBM test scores (11.4 vs. 12.6, P<0.0001) — related