Claims

Theory-based EBP teaching produced significant knowledge gains in two nursing studies and one medical-study summative assessment

Claim · All claims
Evidence · 1 study · review r2 · 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? Small to moderate significant increases in EBP knowledge scores were reported in two nursing studies and one medical-study summative assessment. → 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 · r2

Review synthesis of knowledge outcomes measured at completion of the intervention in two quasi-experimental nursing studies; the review reports "mean difference = 0.25; p = 0.001" for Kim et al. and a post-intervention group difference for Ashktorab et al. (p < 0.0001).

"Small to moderate significant increases in EBP knowledge scores were reported in two studies of nursing students by Kim et al. [46] (mean difference = 0.25; p = 0.001) and Ashktorab et al. [45] (intervention group mean score 45.2, SD = 3.89; control group mean score 31, SD = 7.05; paired t-test, p < 0.0001)."

Discussion

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