A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy.
Background: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing p...
| Published in: | Nursing Reports Vol. 15; no. 7; pp. 236 - 254 |
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| Main Authors: | , , , , , |
| Format: | research tables/charts Journal Article |
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MDPI
Jul2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186927553&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186927553 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Jul2025 vid: 15 iid: 7 pid: 97109 pub: MDPI artinfo: ui: 186927553 186927553 186927553 10.3390/nursrep15070236 186927553 ppf: 236 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy. aug: au: Craig, Stephanie McConnell, Hannah Stark, Patrick Devlin, Nuala McKeaveney, Claire Mitchell, Gary affil: School of Nursing and Midwifery, Queen's University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UK sug: subj: Professional Practice, Evidence-Based Evaluation Universal Design Learning Methods Education, Nursing, Baccalaureate Students, Nursing, Baccalaureate Professional Development Evaluation Human Male Female Adult Middle Age Multimethod Studies Pretest-Posttest Design Student Attitudes Descriptive Statistics Confidence Intervals Student Knowledge Professional Competence Teaching Methods Summated Rating Scaling Data Analysis Software Seminars and Workshops Audiorecording Thematic Analysis Scales Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. Methods: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. Results: Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (p < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. Conclusions: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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