Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.
ABSTRACT Background Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. Aims The purpose of this study was to e...
| Publicado en: | Worldviews on Evidence-Based Nursing (John Wiley & Sons, Inc.) Vol. 14; no. 5; pp. 358 - 367 |
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| Formato: | research tables/charts Journal Article |
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John Wiley & Sons, Inc.
Oct2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125424499&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125424499 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17416787 NRNX jtl: Worldviews on Evidence-Based Nursing (John Wiley & Sons, Inc.) issn: 17416787 maglogo: N pubinfo: dt: Oct2017 vid: 14 iid: 5 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 125424499 125424499 125424499 10.1111/wvn.12214 125424499 ppf: 358 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses. aug: au: Moore, Lora affil: Associate Professor, School of Nursing, Western Kentucky University, Bowling Green KY, USA sug: subj: Nursing Staff, Hospital Education Computer-Assisted Instruction Staff Development Nursing Skills Nursing Practice, Evidence-Based Pretest-Posttest Design Human Random Assignment Convenience Sample Registered Nurses Reliability and Validity Coefficient alpha Internal Consistency Pearson's Correlation Coefficient Paired T-Tests Data Analysis Software Analysis of Variance Analysis of Covariance Nursing Knowledge Job Experience Workload Educational Status Descriptive Statistics Questionnaires ab: ABSTRACT Background Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. Aims The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. Methods An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. Results No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. Linking Evidence to Practice While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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